58 



SPRINGFIELD, ILLINOIS 

COURSE OF STUDY 

WITH SUGGESTIVE METHOD 

FOR 

THE PRIMARY GRADES 



Publishers 
Board of Education 
Springfield, Illinois 



PRICE $1.00 



SPRINGFIELD, ILLINOIS 

COURSE OF STUDY 

WITH SUGGESTIVE METHOD 

FOR 

THE PRIMARY GRADES 



Prepared by 

THE PRIMARY TEACHERS 

of the Springfield, Illinois, Public Schools 

Under the Direction of the Primary Supervisor 

M. ETHEL BROWN, Ph. B. 



Publishers 
Board of Education 
Springfield, Illinois 



PRICE $1.00 



s'^^ 






Copyright August, 1922— By 

M. Ethel Brown 

All Rights Reserved 

Published August, 1922 



(0;CI.A683145 
SEP -9 1922 



.> 



INTRODUCTION. 

It was not so many years ago that the superintendent of schools 
M-as expected to write the Course of Study for a city school system. 
Siu-h a Course of Study, no matter liow excellent, would he taught 
rather than applied hy the teachers who used it. Experience has 
shown that a better plan is to invite the teachers in a school system 
under the guidance of supervising officers to express themselves in 
reference to content and method as based on exi>erience, local environ- 
ment, and application of suggested theory. The product may not be 
so impeccable i)ut it will be more usable as it represents the teachers' 
cumulative and expressed agreement as to best content and methods. 

The superintendent of schools is responsible for the perfecting 
of the organization that produced this Course of Study under the 
more direct and immediate guidance of Springfield's capal)]e primary 
supervisor, ]\Iiss M. Ethel Brown, who came to us this year direct 
from, a department of grade teaching ai'ter having previously served 
in the capacity of sui>ervisor both in the field and in training schools. 
I feel' sure however, that Miss Brown accords the greater credit, as it 
should be, to the Springfield primary teachers who have laljored so 
faithfully to make tliis a usable book for the benefit of Spi-iiiglield 
cliildren who ai-e taught in the primary grades. 

I. M. Allen\ 
SuperlnlcNiIcirt of PiihJic ScJiools. 



A NOTE TO THE PRIMARY TEACHERS. 

The Course of Study Avhich represents our extra work this year 
is ready for the press. As you use it this next year I think }'ou will 
feel as I do that although it is not a finished product yet it contains 
much to help us at all times. 

On the blank pages bound within the book, kindly record as you 
use the course, your suggestions in the line of corrections^ omissions 
or additions toward our future revision. 

The material within the book comes from our local teachers so 
if there is anything you wish to follow up more extensively you can 
call the chairman of the committee or me and locate the desired 
author. Then with private visits or visiting days you can get the 
explanations you wish. 

Please accept each and every one of you my deep appreciation 
for your fine cooperation and your faithful, persistent Avork in accom- 
plishing so much in so short a time. Your attitude and work 
throughout the year speak well for the future achievements of our 
department. 

M. Ethel Browx. 



COURSE OF STUDY COMMITTEES. 

JUNIOR PRIMARY (ENTIRE COURSE). 

Anne Mary Allen. Dorothy Matlock. 

Edna Cecely Moe. Elma J. Peek. 

Ruby E. Handsiiy. Cla^ra Rakow. 

Ejima H. Day. Eva W. Clear. 

GRADE READING COMMITTEE. 
Chairman — Estelle Lawler. 
First Grade. 
Adeline E. Bell (sub-chairman). Jennie M. Ridgeway. 
Annie D. Jack. Cordie Gustin. 

Mary E. Dodd. Clara C. Sciium. 

Ila Vincent. Mary Ambs. 

Second Grade. 
RiiEA Beam (sub-chairman). Minnie M. Knox. 

Susie Kirk. Rhoda B. Mutter. 

Margie E. Morton. Nora Watkins. 

Hannah M. Fisher. Poxtella Barton. 

Third Grade. 
Gertrude Smalley (sub-chairman). Virginia Boucliard. 
Margaret Eddington. Elizabeth Casey. 

Marguerite McTaggart. • Kate E. Butterley. 

Gertrude Simpson. 

Word Study. 
Helen H. Gant (sub-chairman). Evelyn D. Kelly. 
Annette Baxter. Mata Simpson. 

Margaret Kerr. 

PHONIC COMMITTEE. 
Chairman — Emi Johnson. 
First Grade. 
Ethel Munal (sub-chairman). Kate G. Myers. 

Mrs. H. O. Barnes. Dora Greb. 

Daisy M. Maupin. Clella Sadler. 

Mabel Rippey. 

Second Grade. 
Beutha M. Chapman (sub-chair- Ava Maddox. 
man). Eda Nelsch. 

Irene Wiieelei;. Barbette E. Enright. 

Grace Bohnhurst. Olive F. Saunders. 

Third Grade. 
Delia Boland (sub-chairman). Ellen Kiger. 

Bertha Cressey. Marguerite Beechler. ■ 

Grace H. Kraus. Amanda Wessel. 

Margaret Bose. Merle Root. 

ARITHMETIC COMMITTEE. 
Chairman — Verna Watson. 
Fip.ST Grade. 
Irene Wiseman (sub-chairman). Anna R. Fullexwider. 
Jessie Casey. Jessie B. Weber. 

Ruth L. Paine. 



COUESE OF STUDY COMMITTEES. 



Second Gkade. 
Mahel Nehr (sub-chairman). Makie Evaas. 



Lexa Hekndon. 
Fay L. Cantkall. 



Opel Rippey (sub-chairman) 
Esther L. Cohen. 

M. HAilMON. 

Gertkxtde Griffin. 



Roijerta S. Cleary. 

Third Grade. 

Beatrice Tolan. 
El MCE Ashmore. 
Latitia LaFauce. 
Ernestine Fetzer. 



Floy Sherman. 
Helen W. Clarke. 
Marguerite DeLano. 
Florence Breen. 
Clara Mischler. 
Velma Spooner. 
Millicent Jones. 
Inez Inches. 



SEAT WORK COMMITTEE. 
Chairman — Orpha Wagner. 

Ida Reed. 

Nellie Halbrook. 

Cora Burnett. 

Nena Forth. 

.Ieannette Smith. 

Rena Holz. 

Helen Werner. 



HISTORY, GEOGRAPHY AND NATURE STUDY COMMITTEE. 
Chairman — M. Hammon. 
Rhoda Mutter. Lena Herndon. 

Virginia Bouchard. Re^a Holz. 

Grace H. Krause. Ruth L. Paine. 



Geistrude Griffin. 
Annette Baxter. 
Margie Morton. 



STORY COMMITTEE. 
Chairman — Ruth Richardson. 
Ila Vincent. 
Gertrude Simpson. 



Eunice Ashmore. 
Grace Bohnhubst. 
Marguerite McTaggart. 



Annie Jack. 
Olive Saunders. 



POETRY COMMITTEE. 
Chairman — Margaret Kerr. 

Fontella Barton. 
Velma Spooner. 

GAMES COMMITTEE. 
Chairman — Evelyn Kelly". 

Jennie Ridgeway. 
Marion Blatter. 



TABLE OF CONTENTS. 



Introduction 3 

Note to Primary Teachers 4 

Committees 5-6 

Table of Contents 7-9 

Teachers' Creed 10 

PART I— COURSE OF STUDY FOR GRADES I, II, III. 

PAGE. 

CHAPTER I— LANGUAGE ARTS 11-99 

READiNci— First Grade, pp. U-o6; Second Grade, pp. 36-43; Third 

Grade, pp. 43-50 11-58 

1. Aims. 
11. Subject Matter. 

III. Method with Plans. 

IV. Tests. 

V. Book Lists 50-56 

a. Supplementary Readers 50 

First Grade. 
Second Grade. 
Third Grade. 

b. Reference Books for Children's Reading Table 52 

First Grade. 
Second Grade. 
Third Grade. 

VI. Incentives and Devices 56 

VII. Cautions and Suggestions 56 

VIII. Reference Books for Teachers 57 

Literature 58-89 

A. Poem Study 58-64 

Selection of material. 
Requirements. 
Material. 

a. To be .memorized. 

b. To be read to children. 

B. Story Work 64-89 

Selection of material. 
Story lists with references. 

a. To tell to children. 

b. To read to children. 

0. For children to learn to tell. 

d. For children to dramatize. 

e. For children to read to each other. 

f. As a basis of original written stories. 

HisToiiY, Geography, Nature Study axd Health Lessons 90-99 

A. People Study 90 

Material by grades. 
Working Outline. 

B. Field Trips • • 94 

Outline by grades. 
^Material. 

C. Books to Use as Basis of Conversational Lessons (by grades) . . 96 

D . Geograpry 96 

General Outline. 

E. Nature Study 97 

General Outline by Grades. 

F. Health Lessons 98 

G. Reference Books for Teachers • • 99 



S TABLE OF CONTENTS. 

PAGE. 

CHAPTER II— DRILL SUBJECTS. . 105-185 

Word Study 105-123 

I. Aims. 
II. Subject Matter. 

III. Method with Plans. 

IV. Tests. 

V. Incentives and Devices 119 

Phonics 123-150 

I. Aims. 
II. Material. 

a. Equipment. 

b. Work to be accomplished by grades. 

a. Phonograms to be learned. 

b. Phonetic word lists for drill. 

III. Method with Plans. 

IV. Tests. 

V. Reference for Children 147 

VI. Drills and Devices 147 

VII. Cautions and Suggestions 149 

VIII. References for Teachers 150 

Laxguage FoiJMS 150-152 

A. Attainments in Writing and Page Form. 

B. Attainments in Composition Mechanics. 

C. Attainments in Composition Technicalities. 

D. Attainments in Spelling. 

E. Attainments in Grammar. 

F. Attainments in Correct Usage. 

Penmanship 150 

A. Reference. 

Spelling 152-155 

I. Aims. 
II. Subject Matter by Grades. 

III. Method. 

IV. Tests. 

Arithmetic 155-185 

I. Aims. 
II. Subject Matter by Grades. 

III. Metrod with Plans. 

IV. Tests. 

V. Reference Books 170 

A. For Teachers. 

B. For Children. 

VI. Devices 172 

A. Flash Cards. 

B. Blackboard. 

C. Games. 

D. Seat Work. 

CHAPTER III— SPECIAL ARTS 185-198 

D RAWING 185 

Outline by Grades. 

Handwork 186 

Outline for Third Grade. 

Music 187 

Outline by Grades. 
I. Aims. 
II. Material. 

III. Method of Procedure. 

IV. Attainment. 



TABLE OF CONTENTS. 9 

PAGE. 
CHAPTER IV— SEAT WORK 198-231 

A. Suggestions for Preparing and Caring for Seat Work Materials. .198 

B. Devices for Vocabulary Work 199 

C. Correlated with Drawing 212 

D. For Using Letter Cards 216 

E. Requiring Writing 218 

F. Correlated with Number 219 

G. Reference Books • 226 

CHAPTER V— GAMES (For quick rest work) 231-244 

Suggestions With References Per Grade — 

A. Games. 

B. Story Plays. 

C. Activities. 

CHAPTER VI— GENERAL REFERENCES FOR TEACHERS 244 



PART II-COURSE OF STUDY FOR JUNIOR PRIMARY. 

Chapter I — Home and Community Life 249 

I. Alms. 
II. Subject Matter. 
III. Method. 
IV. Tests. 

Chapter II — Manual Arts 257 

I. Aims. 
II. Subject Matter. 

III. Method. 

IV. Te^ts. 

Chapteu III — Art 2.59 

I. Aims. 
II. Subject Matter. 

III. Method. 

IV. Tests. 

Chapter IV — Nature Study 261 

I. Aims. 

II. Subject Matter. 
III. Method. 
IV. Tests. 

Chapter V— Music 263 

I. Aims. 
II. Subject Matter. 

1. Songs. 

2. Rhythms. 

a. Piano. 

b. Phonograph. 
III. Appreciation. 

a. Piano. 

b. Victrola. 

IV. Singing and Action Games. 

Chapter VI — Literature 271 

I. Aims. 
11. Subject Matter. 

a. Piano. 

b. Poems. 

III. Method. 

IV. Tests. 



10 THE SCHOOL TEACHERS CREED. 



THE SCHOOL TEACHERS' CREED. 

"I believe in boys and girls, the men and women of the great to- 
morrow, that what-so-ever the boy sowetli the man shall reap. I believe 
in the curse of ignorance, in the efficacy of the schools, in the dignity 
of teaching, and in the joy of serving others. I believe in wisdom as 
revealed in human lives as well as in the pages of a printed book; in 
lessons taught, not so much by precept as by example; in ability to work 
with the hands as well as to think with the head in everything that 
makes life large and lovely. I believe in beauty in the school room, in 
the home, in the daily life, and in the out-of-doors. I believe in laughter, 
in love and in faith, in all ideals and distant hopes that lure us on. I 
believe that every hour of every day we receive a just reward for all we 
are and all we do. I believe in the present and its opportunities, in the 
future and its promises, and in the divine joy of living." 

— Selected. 



PART I— COURSE OF STUDY FOR GRADE I, II, AND III. 

CHAPTER I. LANGUAGE ARTS. 

READING IN FIRST GRADE. 
I. Aim: 

1. To create in every child a desire to read. 

2. To so vitalize the reading exercises that the child "may learn 

to read as naturally as he learns to talk, and for exactly the 
same reasons; Ironi a desire to find out something or to tell 
something." 

3. To arouse and train the child to an appreciation or the best 

literature, by use of content stories. 

4. To overcome the mechanics involved and train in right read- 

ing habits. 

5. To have the child get the thought by silent reading; use good 

expression and clear enunciation in oral reading; want to give 
other expression to his reading acquirements. (See seat work 
based on reading.) 
II. Subject Matteu: 

Pre-primer material must be interesting and suited to child's 
ability. 

Basal text I-B Winston Primer. 

Basal text I-A Winston First Reader. 

Minimum supplementary books for I-B — Two. 
^lininnim supplementary books for I-A — Three. 

III. ME-nroD: 

Keeping general aims in mind the teacher may use a method 
which is a combination of rhyme, action, story, thought and 
phonetics, suiting this to the children, and to the different types 
of reading. 

a. Varying types of reading in first grade: 

1. Pre-primer reading; blackboard and chart. 

2. Developmental from blackboard and book. 

3. Silent reading from blackboard, book, and charts. 

4. Sight reading from blackboard and book. 

5. Review reading from book. 

Selections from available texts should be used to present 
varying types. 

Use easy parts of several primers, then come back to same 
books as pupils' ability increases. 

b. Time: proportion for reading in each group about forty minutes 

per day, with extra period for coaching. 

Through this course, grade means year's work: as III Grade. 

Class means semester's work; as III A class means advanced 
third grade. 

Ill B class means beginning third grade. 

Group means one of the two or three divisions within the class 
arranged as to the ability of children; groups 1, 2, or 3. 

IV. Test.s: 

Teachers can easily formulate first grade reading tests, by 
composing a group of sentences, using 75% of I B mastery vocabu- 
lary for I B class, and 7.5% of I A mastery vocabulary for I A. 

"One should judge the work of the first year pupil not so 
much by the number of words he knows, nor by the number of 



13 COURSE OF STUDY FOR PRIMARY GRADES. 

books read orally; as by the ease and joy with which he attacks 
new material." 

Pee-Peimer Reading. 

Aivi : 

This is the beginning work in reading, 
that the child may, 

1. Want to read. 

2. Sense the meaning of a sentence as a whole. 

3. Become familiar with script. 

4. Become familiar with print. 

5. Master some sight words of his early reading vocabulary. 
Note: (a) Use script first with print very closely related. 

(b) Train him to use his imagination and to express his own 
ideas. 
Materials: 

1. Nursery rhymes (The version of Winston Texts). 

2. Finger plays. 

o. Experience lessons. 

4. Directions for actions. 

5. Sentences made up from pictures. 

(>. Economy Primer (for group 3 only). 

The amount of material will vary with classes. The average class 
will use six rhymes. Very closely correlated with the presentation of 
each rhyme will come sentences arranged from pictures, experiences, 
and actions. It is possible to use just one rhyme and correlate enough 
material so that at the end of the pre-primer period, the aims have been 
attained and the child has gained about 25 words of required vocabu- 
lary and fifteen words of his experience. An ideal culmination of the 
work is to direct the pupils so that each may make a very simple 
reading book, of 4 to 6 pages. Each child uses traced pictures and 
simple posters for illustration, labeling the pictures. On last page 
have sentences of a simple story. Words for labels and sentences, child 
gets from material listed under seat work (vocabulary). 
Time : 

Proportion of time with each class: Two reading periods a day. 

Grouping: During the presentation of pi'e-primer reading, the 
pupils will be separated into three groups, according to the response 
they give. 

The best group should cover the pre-primer work in three or four 
weeks. The average group will need about six weeks of the work. The 
third group will decrease in numbers each week. This group may 
need eight weeks or more for beginning reading. 

This slow group may need to be an ungraded class, if the pre- 
primer work runs far into or through the semester. Drill is not all 
this group needs. The pupils probably need many experiences and 
much conversation. They should be kept happy, by being busy and by 
making positive, though slight, daily progress. 

Further plans for using pre-primer material will need be devised 
for group 3. Such material as "stamp-craft" books may be used. Liberal 
use and adaptations of suggestions in silent reading may be made to 
stimulate the desire to read. It may be necessary to begin book-reading 
in a primer which begins with pictures and very simple sentences, 
instead of pictures and long stories. 

Most of this group will fail in I-B, but that is where failures in 
first grade ought to be. Aim that every pupil completes first grade in 
three semesters, while 85% of the grade will do so in two semesters. 

Pke-Pi:imei! Lesso.v ix 1-B Reading. 
Time: 

Three periods, each twenty minutes. 



UEADING FIHST LiHADE. lo 

Aims: 

(a) To teach the children the chalk can tell a story. 

(b) To have child associate print with script. 

(c) Recognition of phrases and words. 
Hubjcvt Matter: Mother Goose rhyme. 

Two little Blackbirds. 
Sat upon a hill. 
The one named .Jack, 
The other named Jill. 
Fly away, .Jack. 
Fly away, Jill. 
Come again. Jack. 
Come again, Jill. 
Preparation : 

1. Tell the children the Mother Goose rhyme. 

2. Show the children how it can be played. (Using fists for the hill 

and thumbs for the blackbirds.) 

0. Children play it with the teacher first, then two or three children 

play it, finally one child may like to play it alone. 
Presentation : 

Let the chalk tell the story about Jack and Jill. (Write just the 
eight lines given above.) 

1. Children play the story as the teacher points to the phrases on the 

board. 

2. Choose a child for Jack and one for Jill. Children read from the 

board to tell Jack and Jill what to do. (Jack and Jill flying to the 
back of the room and returning as children read.) 

0. Some of the brighter children may like to be teacher and point to 

the sentences as children are asked to play. 
Summary: 

1. Teacher ask children to find where it says, "Fly away, Jack," etc., 

with all phrases. 

2. Find Jack, Jill, Fly. 

0. Write "Fly" and have children do what chalk says, to their seat. 

Lesson IL 
Preparation: 

1. Review the rhyme by playing again on the fingers. 

2. Write the Mother Goose rhyme on the board and have some of the 

children read it alone. 

3. Cliildren point to the phrases as teacher asks where it says, "Fly 

away. Jack," "Come back, Jack." etc. 
Presentation : 

1. Teacher have the rhyme printed on the chart, having the alignment 

the same as on the board. Compare with the script. Have the 
phrases printed on cards. Match them with the printed lines and 
place them on the Plymouth chart to build the rhyme. 

2. Ask children to read and point to the phrases as teacher calls for 

them. 

3. Children shut their eyes while the teacher rearranges the phrases as 

"Fly away, Jack, Come again. Jack, Fly away Jill, Come again 
Jill." Children open their eyes and see how quickly they can read 
these lines correctly . Shut eyes and remove a phrase. Guess the 
one gone. 

4. Call for phrases, children bring them to the teacher. 



14 COURSE OF STUDY FOll PKIMAIIY GRADES. 

Suvimary: 

Play the street car game. A child stands behind a child and the 
one who repeats the phrase first may be the conductor. The one who 
is conductor longest wins the game. 

Lesson III. 
Preparation : 

1. Review rhyme in script. 

2. Review rhyme in print. 
Presentation: 

1. Words printed on cards one for each child. All the children study 

the lines to find their word. As the teacher calls the name of the 
child, he runs to the chart and holds the card under the right word. 
If one child fails, he may discover it by reading the line from the 
beginning. 

2. Place the words on the ledge or in the chart. Let one child leave the 

room while the rest choose a word. Then child returns and says, 
"Is it Jack?" "No, it is not Jack," the children may answer. "Is 
it Come?" If it is correct, children answer, "Yes, it is Come." 
8iimi)iary: 

Moving picture game. Teacher flashing the cards rapidly as children 
answer. 

Note: The teacher may introduce at the beginning of the last 
lessons, new finger plays or nursery rhymes that she intends to teach 
later. In this way the children may not become tired of one. (It is not 
necessary to learn all the words of a rhyme but the teacher will select 
the words most needed by the class.) 

MATERIAL FOR BOARD AND CHART, MADE FROM PUPILS' 
EXPERIENCES. 

(These lessons are summaries dictated by the children after they 
had returned from indicated experiences.) 

A Visit. 

We went to Jim's house. 

On the way we came to a tree. 

The big tree had a big hole. 

The boys sat inside the tree. 

We saw 15 rabbits at Jim's house. 

We saw the rabbits eat. 

The rabbits ate lettuce. 

The rabbits ate celery. 

The rabbits ate toast. 

The rabbits ate c?.bbage. 

We held the white rabbit. 

The white rabbit ran away. 

We had a good time. 

We said "Thank you," to Jim. 

The Rabbits. 
We went to see some rabbits. 
The rabbits were at Mamie Baker's home. 
We saw two white rabbits. 
We saw two black rabbits. 
We saw two brown rabbits. 
The white rabbits had pink eyes. 
All the rabbits had long ears. 
All the rabbits had short tails. 



EEADING — FlKciT GKADE. 15 

The Parade. 
We went to see a parade. 
We saw big elephants. 
We saw a, monkey. 
AVe saw ponies. 
We saw clowns. 
The clowns were funny. 
We saw lions in a cage. 
We saw a band in the parade. 

The Fair Grounds. 
We went to the Pair Grounds. 
We saw ducks. 
We saw a race horse. 
We saw sheep. 

A Visit tu the Bakeuy. 
We went to a bakery. 
It was Hartman's bakery. 
We saw the machine that made the bread. 
We saw the ovens. 

We saw the big shovels the baker used to put the bread in the oven. 
We saw many sacks of flour. 
The flour was upstairs. 
We saw jelly rolls. 
We saw little pies. 
We saw coffee cake. 
The baker gave us each three cookies. 
The bakery was verj^ clean. 

Sioxs OF Spring. 
The grass is getting green. 
The birds are coming back. 
It is getting warm. 
The robins are here. 
The blue birds are here. 
The red birds are here. 
We have little chickens at home. 
They are yellow and brown and black. 
The boys are flying kites. 
The girls are jumping rope. 
Baby buds are on the trees. 

A MoR>-ixG Walk. 
We went for ? walk. 
It was raining. 
The grass was green. 
We saw two robins. 
One robin was in the tree. 
One robin was picking in the grass. 
The flowers were pretty. 
The birds were singing. 

The Park. 
We went to Washington Park. 
We went on the street cars. 
We saw many tulips. 

We saw red, yellow, pink and white tulips. 
We saw some ducks. 
There was a little house in the water. 
It was for the ducks. 
We fed cake to the ducks. 



16 COURSE OF STUDY FOR PRIMARY GRADES. 

A Visit to the Park. 

We went to Washington Park. 

We rode in automobiles. 

We took our lunch. 

We went to the playground. 

We played and played. 

We gave Miss Blank a ride on the merry-go-round. 

We went to the lake. 

We fed the ducks. 

Mr. Lewis gave us each an ice cream cone. 

Donna June's father took our pictures. 

Then we went to the hillside to eat our lunch. 

It began to rain and we ran to the Field House. 

They came for us in automobiles. 

We rode home through the rain. 

It was fun to ride in the rain. 

Following the Visit to Wasiiixotox Park. 

We built Washington Park in our sand table. 

Herman's father made us a little Field House. 

Near the Field House we had a tennis court. 

We had a lake with ducks in it. 

Frank made a merry-go-round. 

We made dolls for the merry-go-round. 

On the playground we had swings, a teeter-totter and sliding 
board. 

We made some dolls to ride on the teeter-totter. 

Jean said, "It is fun to make our sand table look like Washing- 
ton Park." 

Our Easter Party. 

One day we planned our Easter party. 

We wanted to have eggs. 

We wanted baskets for our eggs. 

One day we made baskets. 

Our baskets were blue and we liked them. 

We put some green paper grass in our baskets. 

Then we put our baskets on the window sills. 

The next day we brought our eggs in a bag. 

Esther had her eggs in a basket. 

Mary Ruth had wee bantam eggs. 

The boys brought kindergarten tables to our room. 

We sat by the tables and painted our eggs. 

We put our pretty eggs in our baskets. 

That night a mouse nibbled at Dicky's red egg. 

W^e took our baskets home. 

We liked our Easter party. 

A Story. 

We looked at some pictures in our book. 

The pictures told us a story about goats. 

Four boys built the story in the sand table. 

They built two mountains and a bridge. 

One mountain had much grass. 

James put the troll under the bridge. 

Donna June, James and Mollie made goats of clay. 

The kindergarten children came to visit us. The teacher came, 

too. 
Hardin told the story. 
The children said, "Thank you." 



RKADIXC! — KIKST (IK'APK. 17 

PlCTUUE StUDIKS at CUUlSt.MAS TlME. 

1. (A little boy on Tather's lap.) 

The little boy is sitting on his father's lap. 
His father is telling him about Christmas. 

2. (A little girl's bed room. Little girl sitting on a kiddie car, holding 

a Christmas stocking.) 
A little girl got out of bed. 

She went to see what Santa Claus had brought. 
She found a kiddie car. 
She found a stocking full of toys. 

0. (Picture of boy at phone. A broken toy on the floor.) 
A little boy is telephoning to Santa Claus. 

He is saying, "Please bring me another horse. I broke mine." 

Developaie.xtai. Reading. 
Developmental reading in first grade is the type which aims to develop 
in the child: 

1. A mastery over mechanics involved. 

a. Instant lecognition of words of required vocabulary. 

b. Ability to take in a group of words at a glance. 

2. The ability to get thought from the printed page and interpret it 

intelligently. 

0. The desire to give expression to his reading acquirements, in his 

own way by originating stories, illustration and drawing. 
4. And most permanently maintain, a joy in reading. 

Beginning Book Reading in I-B. 

Aim: 

To overcome mechanics involved and keep the child interested in 
thought getting. 
Materials : 

1. Basal text — Winston Primer. 

2. Stories selected from various primers. 
Time : 

Proportion with each group — five periods a week; one per day. 
Grouping : 

Have pupils in three groups, according to ability. 

Lesson Pxan for Reading in I-B. 
deaelopmental type. 
Material: 

"The Boy and The Goat," pp. 10-19 Winston Primer. 
Time : 

Four lesson periods of 20 minutes each. 
Aim : 

1. To train the child how to use and take care of a book. 

2. To find out how the book tells the known story. 
Preparation : 

(Story has been previously told, one drill has been given on phrases, 
characteristic of story.) The teacher has pictures (other than the 
ones of the book) of a boy, goat, rabbit, squirrel, fox, bumblebee and 
woods. Below each is written the corresponding word. Showing these, 
the teacher and pupils have a few minutes talk about them, being sure 
the pupils understand "woods." 

Develop the name of the story from the pictures, by saying, "Who 
were the main characters in our story yesterday? Show us, Lulu." 
Child selects cards (boy, goat). Teacher writes on the board asking 
pupils to see that the line is: "The Boy and The Goat." Several 



18 COURSE OF STUDY FOR PRIilARY GRADES. 

pupils read this line. The sentences of the text are written on the board 
as children watch. Drawing pointer under first line teacher says: 
"This line tells the main characters in the whole stor.v." Several 
pupils read as teacher draws pointer under, "A little boy had a goat." 
Teacher: "The next line tells where one went. Look at it, Josie may 
read . . . Now (using pointer) show us what part says something 
about the woods." 

Other lines on the board were developed, then read as teacher used 
such questions as: 

AVhat did one character find? Ans. He found some grass. 

What did some one want to do? Ans. The boy wanted to go home. 

Did the goat mind? Ans. The goat would not go home. 

What did the boy do? Ans. The little boy began to cry. 

What happened next? Ans. Along came a rabbit. 

What did the new character say? Ans. The rabbit said, "Why are 
you crying?" 

What did some one answer? Ans. The little boy said, "The goat will 
not go home." 

Who talked next and what did he say? Ans. The rabbit said, "Stop 
crying, little boy, 1 will drive the goat home." 

Then what happened? Ans. The rabbit ran after the goat. 

Did the rabbit talk? Ans. He said, "Go home, goat! Go home! 

Did the goat mind him? Ans. The goat said, "No, I will not go 
home." 

Then what happened? Ans. The raljbit began to cry. 

At various places in this procedure board space was covered. Before 
erasing, a device was used: Phrases, print side out, were arranged on 
Plymouth chart as in order of story. Several children each chose a 
phrase and matched it with one in script sentence. He told that part 
of sentence as he found it. 

When all sentences had been presented in script teacher said: "You 
have read this whole story from the board. Would you like to read the 
story in your new books tomorrow?" 

Lesson H. 
Presentation : 

(Setting: The teacher seated, the pupils in circle or around a low 
table in easy reach of teacher, so she may aid anyone puzzled about a 
word or about keeping the place.) 

Teacher: "Open your books to the story we planned to read today. 
Let us look at the pictures and see if we could get the story 
from them." (The children will talk some about the pictures, but the 
teacher will use questions to get the responses she is aiming for.) 

(p. 10) "Whom do you see? What is in the back of the picture? 

(p. 11) Who is happy? Who is sad? Why? 

(pp. 12 & 13) Who comes to help? Is the goat running home? 

(p. 14) Who is the new friend here? 

(p. 15) What are the two animals doing? Is the goat going? 

(pp. 16 & 17) Who is this big fellow? I wonder if he gets the goat 
to go home? 

(p. 18) What a little visitor! Who is he? Whom is he talking to? 

(p. 19) I wonder why the goat is running? Why does the boy look 
so happy? 

Teacher: "Now we have read the story from the pictures. If you 
will each use your marker (strip of tag beard 1 inch by 4 inches) cor- 
rectly, and keep doing your best we may read the whole story from the 
book. Place your marker under the first line. . . . See how big 
that print is! Why?" 

Lilly: "It is the name of the story." 

Teacher: "Read Lilly." . . . Several read same. 



ItEADlNCi FIKST (UiADi:. 10 

Teacher: "Move marker to second line. Who are the main char- 
acters? Study to find out. . . . Fine! I hardly heard a sound. 
Read Lucy. . . . Move your markers over two lines to find out 
what one did. Read silently. . . . John read aloud." 

Move markers. . . . Study. . . . Read. . . . Teacher 
injects thought questions similar to ones used in board work, also has 
pupils show phrases and a few words after a unit of story is read. 
Occasionally pupils are asked to re-read definite units of the story as: 
"All about what tiie rabbit did and said." "How did the boy and 
rabbit talk to each other?" "How did the bumblebee get the goat to 
run?" Teacher is constantly on the alert to see that each child moves 
Ms marker in harmony with questions and direvtion. 

For reading device: (a) From a specific page, teacher repeats sent- 
ences, out of order, noting who can place book marker correctly. 

(b) Teacher tests for thought by using snappy questions. (Pages 
12 and 13, markers to show answers). 

How did the rabbit happen to be there? 
What did he promise the boy? 
What did he tell the boy to do? 
What did he tell the goat to do? 
How did the goat answer? 
What happened to the rabbit? 

(c) A drill to test knowledge of words on pages in the books. 
Teacher directs pupils to find certain page (by number). Pupils count 
lines on page. Pupils recount until teacher says stop. Pupils count 
w^ords on the line. Pupils recount words until teacher says stop. 
Teacher calls on one pupil who gives word. After a little practice 
pupils can give words with such a direction as this, "Page 10, 5th line, 
4th word." 

Summary : 

1. Pupils re-read the story. 

2. Teacher lists names of characters on board and says, "See who these 

are" — be thinking about them and at language period you may 
choose pupils to be these characters and we will play, "The Boy 
and the Goat." 

3. Seat work: Trace patterns of boy and animals, and then cut. Cut 

same, free hand. Label cuttings with printed words. 
Notk: This type of lesson to be followed immediately by similar 
story in Free and Treadw^ell and other primers. The difficulties of such 
stories are to be developed. The easy parts read as sight reading. 
Then present the parallel stories, which appear under sight reading in 
this course. 

After second or third lesson in basal text is developed further lessons 
may start with story told as a whole. Omit the step of writing whole 
story on board. Begin with study of pictures and proceed as in I-A 
lesson. 

Developmental Readixu in I-A. 
Aim : 

To train the child to get the thought from printed story. Story not 
told previously. 
Material: 

Winston First Reader. Stories from various books, suited to the 
child's ability and teacher's aim. 
Time : 

Proportion with each group; .5 periods a week; one per day. 
Grouping : 

Pupils of I-A may be divided into three groups for this type of read- 
ing; in two groups for other types. The third group should have 



20 COUfiSE OF STUDY FOR I'RIilARY GHADES. 

coaching lessons, in addition to two regular reading lessons, every day. 
This to be arranged for after groups one and two are dismissed. 

Lesson Plan — Developmental — I-A. 

Time: 

Three reading periods of twenty minutes. 
Material: 

Winston First Reader, pp. 64-76. 
Aivi : 

Of child: To enjoy the story. To learn about v/olf and kids. 

Of teacher: 

1. To help the child to an intelligent enjoyment of the story. 

2. To test child's ability to get the thought and to relate it to his 

own experiences. 

3. To test his ability to master new v/ords and phrases. 

Preparation: 

Have chile ren read from the pictures, as teacher asks questions: 
(p. 64) Who is the big goat? 

How many little goats? 

What are little goals called? 

Where is the mother goat goiivg? 

What do you think she is going to get? 

How many balls are on the floor? 

How many plates do you see? 
(p. 65) Who rapped at the door? 

What kind of a wolf is he? 
(p. 67) Why is the wolf rapping again? 
(p. 69) Where is the wolf now? 

Who is the man? 

What is he doing? 

How does he look? 

How does the wolf look? 
(p. 72) What has happened to the house? 

How does the mother goat look? 

What did she expect to find? 
(p. 73) Look at this picture. I think we will have to wait until 

we read to know what it means, 
(p. 74) What hangs on the mother goat's arm? 

I wonder why she has the scissors? 

How does the little goat look? 
(p. 75) Where are the mother goat and her kids going? 

Are the goats happy? 
(p. 76) Who is in the water? 
After questions quickly present flash cards of new words and phrases. 
Children find same in text. "The next time you come to reading class, 
you will be ready to study and read the story." 

Lesson II. 
Presentation : 

Note: All through this step the pupils' attitude should be to study 
and read by units of the story. 

Teacher: "On what page does the story begin? 

What is the name of the story? . . . Study this first page to 
find out; Whom the story is about. 

What one character says? 

Elizabeth read. 

Study page 65. Was anyone watching the goat's house? 

What did he say? 

Read next three lines (6-7-8) silently. Act them Edith." 



READING — I'lKST GUADi:. Zl 

Teacher: "Study last line and next page to find ont what the kids 
and the wolf said to each other. 

Read Marjorie. . . . Did they open the door? 
What did the wolf do?" (Marjorie gives answers.) 
For discussion — "Why did the wolf say he was the kid's mother?" 
Teacher: "What did he do the next time he came?" 
Joseph read. . . . "Why did he change his voice?" 
Teacher: "Did he fool all the kids? 

(p. 68) Read silently. . . . Carrie you were ready first. You 
may read. . 

(p. *>9) Look at this picture. Where is he now? Study the page. 
Mary read. 

(p. 70) Read the page silently and find out how the wolf got into 
the house. Sarah read. 

(p. 71) Who can read and show how excited the kids were. 
That's fine, Peggy. How would you read it Robert? . . . You read 
it so well you surprised us. 

(p. 72) Who can read and make us see what mother goat saw, and 
say what mother goat said? ... I think Gene felt just as the 
mother goat did. 

(p. 73) Now we know about this picture. Tell us hov/ she happens^ 
to have one goat on her back, Sue." 

After page is read orally, teacher says: "Between now and next 
reading period I want you to be thinking of the places mother goat 
may have gone to find the wolf. Why did she carry the kid?" 

Lesson IIL 
Begin by discussing briefly yesterday's final question. 
Open books to p. 74 and read final pages with such suggestions as: 
How did she get her kids again? 
Why were they still alive? 
What mother and kids did to fool the wolf? 
What happened when he awoke? 
Summary : 

Do you like the end of the story? 

Do you remember any other story where the one who interfered with 
other people was drowned? (The Three Billy Goats.) 

Re-read the whole story. If time permits some device of testing of 
thought can be used, as: 

Print on cards with sign marker, sentences similar to the following: 
"I am going to market." 
"Good-bye, little kids." 
"Do not open the door." 
"Now is the time to eat the kids." 
"It is your mother." 
"I have something for you." 
"We will not open the door for you." 
"Yes, that is our mother's voice." 
"Miller, dust my feet with flour." 
"Oh! it's the v/olf! Run! Run!" 
"Kids! kids! Where are you?" 
Distribute the cards and let each pupil read his sentence silently. 
Then say to pupil: "Who are you?" After he has told you who he is 
impersonating let him read his card orally. 
Silent Re.4ding. 
"Silent reading is the agency which enables the child to look through 
the words to the thought in the same way that one looks through a 
clean window glass to objects beyond." — H. A. Brown. 

"There seems to be a common agreement to-day that more care 
should be taken to insure proper comprehension in primary grades. 
This inevitably leads to an increase of emphasis on silent read- , 
ing." — Watkins. 



22 COURSE OF STUDY FOH riUMARY GRADES. 

"Silent reading is the type of reading which will result in study- 
ability." — Brown. 

Silent reading is reading to one's self to find out something. 

Silent Reading ix First Grade. 
Aim : 

To train the child to put his whole energy into getting thought, and 
give evidence of his comprehension by some performance on his part. 

Material: 

Sentences, written or printed which present some problem. 

1. Incidental reading of directions. 

2. Exercises in which the responses show clearly comprehension on 

the part of the child. 
Note: Material listed is only suggestive. 

Time: 

Proportion for each group, two periods a week, or its equivalent. 
Method of Presentation: 

I. Incidental silent reading. 

1. Children execute directions, written on the board. 

Run to your chairs. 

Bring your book. 

Please pass the books. (Or any material.) 

Helpers stand. 

Pass the basket, John. 

Please, close the door. 

Turn on the lights. 

2. Directions for rest exercises: As teacher writes on board or 

flashes cards with these phrases printed, class responds: 
Stand up. Clap three times. Shake both hands. 
Close your eyes. Hold up your right hand. 
Put your hand on your head. 
II. Exercises, to train in silent reading ability, to be used in class. 

(Note: About V-i of the period listed for silent reading may be 
used to develop words and phrases needed for silent reading exer- 
cises.) 

After these difRculties are mastered, the material is printed on 
cards. Cards for each exercise are kept together and used for 
lessons in silent reading. 

1. Action sentences: Hop. .lump. Stand. Sit. Walk. Clap. Nod. 
Run around the room. 
Shake hands with a girl. 
Show me your hand. 
Show me your right hand. 
Stand on a chair. 
Walk fast. Walk slowly. 
Run, then jump. 
Jump three times. 

Count the children in class. Write the number on the board. 
Ask some one what it is. 

HI. Exercises, using material from a familiar story. 

1. Teacher writes on the board, "We are going to play 'The Boy 
and the Goat.' " 
You may be the goat, Samuel. 
John, you may be the squirrel. 
You may be the rabbit, Mary. 
Be the bumble bee, Charles. 
Adella will be the fox. 
Children play, then run to chairs. 



READING FJliST GRADE. 33 

2. Teacher writes sentences on one part of board and questions 
on tne other as: 

Sentences. Questions. 

Meow! meow: meow! Wliat did the cat say? 

I'low the cat does meow! 

Later print this on the two sides ot one card. 

Similar exercises: 
Sentences. Questions. 

(a) A man Had a red pig. What did the man have? 
The pig ran into the woods. What did it do? 

'ine man couio noi catch Did the man get it? 

tne pig. 

(b) Sentence: All the boys had a good time at Jack's 

birtliday party. 
Questions: Who had a party? What kind of a party? 
w nat kind ot a time did they have? 

(c) Sentences, questions or directions, may be arranged 

into exercises, on the following topics. (Each sent- 
ence on separate card.) 

rersonal history: (name, age, father's name, grade, 

scnool, teacher, city.) 
Salutations. 
Colors. 
Animals. 
Numbers. 
Prepositions. 
Street signs. 
IV. Silent reading based on difficult pronunciations. Directions on one 
side of card, phrases on otner. 
Directions: Say the words on the other side of this card. Pass the 
card to' another child and he will say them. The class will decide 
which of the two says them best, 
i^hrases: Not I Just right 

to eat grass to another house 

catch me Once there was 

over the bridge just looked 

plant the wheat ate my dinner 

jumped out caught him 

V. 1. Exercises, which give directions for specific oral review reading, 
arranged on separate cards, as: 
Get a Free and Treadwell Primer. Read page 50 to us quickly, 

so as to let us know what happened and what the boy said. 
Get a Free and Treadwell Primer. Read pages 63 and 64 to us 
quickly, so we will know about the journey of the pig and the 
pancake. 
2. Further application: Arrange cards, each with a page from 
discarded reader on one side. On other side have directions to 
read the printed matter quickly and answer the questions listed 
on card. 
VI. Incidental silent reading in I-A. 

1. At story time, give cards, to pupils, which will assign a topic 
for each to talk about; as: 
My favorite toy. 
What I did on Sunday. 
Our baby. 

What 1 saw on the w^ay to school. 
Signs of spring. 
The circus parade. 
What 1 like best on the Victrola. 
How I help mother. 
The game I like best. 



24 COURSE OF STUDY FOR PRIMARY GRADES. 

2. For seat work. 

(a) Teacher clip known rhymes from discarded readers and 
mount on separate cards or write a known rhyme on a 
card about five inches by seven inches in size. Below 
the rhyme write definite directions for an illustration 
for the rhyme. The child will draw his pictures on 
different papers following the direction. Each child 
should have a different card with a different rhyme so 
the work will test and develop his individual power. 
Jack be nimble, 
Jack be quick, 

Jack jump over the candlestick. 
Draw the candlestick. Make it black. Put it on the 
floor. Draw the candle yellow and the flame red. Draw 
a bone-man for Jack. Make it black. Show Jack ready 
to jump over the candlestick. Number your picture 1. 
Draw another picture showing Jack jumping over the 
candlestick. Number this picture 2. Draw another pic- 
ture. Show Jack after he jumped over the candlestick. 
Number this picture 3. 
Rhyme — Little Boy Blue. 

Directions: Cut a picture of Boy Blue blowing his 
horn. Color his suit blue. Draw a picture of the sheep 
in the meadow and the cows in the corn. Draw a picture 
of Boy Blue under the haycock asleep. Color the hay- 
cock brown. 
Rhyme — Jack and Jill. 

Directions: Draw a picture of Jack and Jill going up 
the hill after a pail of water. Number the picture 1. 
Cut the picture of a pail. Color the pail red. Put the 
pail on the floor. Draw another picture of Jack and Jill 
going up the hill. Number this picture 2. Draw a 
picture of Jack falling down and Jill tumbling after. 
Show the pail of water spilling. Number this picture 3. 
Rhyme — Old Mother Hubbard. 

Directions: Draw a picture of Old Mother Hubbard in 
front of the cupboard. Cut a cupboard with your 
scissors. Color the cupboard brown. Draw a picture of 
the dog begging for a bone. Cut the picture of a dog. 
Color the dog black. 
• Rhyme — Dickory, dickory, dock. 

The mouse ran up the clock: 
The clock struck one, 
The mouse ran down, 
Dickory, dickory, dock. 
Directions: Draw the picture of a clock. Make the 
hands point to one o'clock. Draw the picture of a mouse 
and cut it out. Cut out the clock and stand it on your 
desk. Let the mouse run up and down on the clock. 
Draw another picture of the clock. This time draw the 
picture of the mouse on the clock going up. Number 
the picture 2. Draw another picture of the clock. This 
time make the mouse coming down. Number this pic- 
ture 3. 
Rhyme — Hush-a-bye, Baby. 

Directions: Draw the picture of a tree with the cradle 
on one limb. Cut a baby's cradle. Put a handle on the 
cradle. Cut a tree and hang the cradle on one limb. 
Make the cradle rock. 

(b) Draw a favorite game. 

(c) Illustrate a favorite story. 



IfEAHING — FIKST GHADK. 2o 

(d) Make a chair. Draw and measure a six inch square. Fold, 

cut and paste. 

(e) Teacher writes the names of different objects on the board. 

Cliildren illustrate them. 

Sight Reading. 

Sight reading is the type of reading in which the material is so 
simple the child may attack it with little discussion. 

As this is the type of reading for which he will have most use in 
later life, he should be trained for it from the first. 

Briggs and Coffman in "Reading in Public Schools" say, "Very 
simple practice in sight reading, where the child reads new sentences 
composed of the words of a limited vocabulary, should be given in first 
grade." 

Aim: 

To give pleasure to the child, as he reads orally. 

Note: Teacher should feel at liberty to adapt principles of sight 
reading to child's ability. Before calling on poor reader have class 
glance over material. 
Material: (I-B.) 

1. Parallel stories which use the vocabulary of basal text. (Samples 

of these at end of this section.) 

2. Selections from Free and Treadwell primer. New Barnes Primer. 

choosing those similar to ones in Winston Primer. 
Time : 

Proportion with each group, two periods a week or its equivalent. 

Sight Reading I-B Lesson Plan. 
Time : 

One period of 20 minutes. 
Aim, : 

To present new ideas through use of known vocabulary. 
i<i(bject Matter: 

"Jack's Adventure" on page 29 of this chapter. It is a parallel story 
for "The Boy and The Goat," Winston primer. 
P7'eparatioii: 

Teacher told class the new words: (listing them on one part of the 
board.) helped, was in. him. want, ran away, good. 
Presentation : 

Sentences were written on board, one at a time, as children watched. 
(The numbers below were not written, but show which sentence child 
is responding to.) Pupils glanced through sentence before any one was 
called upon. 1. LaRue read it very well. 2. George read well. 3. Mar- 
garet asked for the word "helped." when she was reading it silently. 
10. Ima said "went" for "was" and Margaret corrected her. 4. Fannie 
did not know "along." 5. George did not know "him." (New word.) 
6. Velma said "The rabbit came to cry," but she knew that was wrong 
and she read it over and this time said "began to cry." (Got "began" 
from content.) 7. Difficult sentence, but Margaret volunteered, and 
read it correctly. (Margaret is a bright child.) 8. Velma said "went" 
for "Want." 9. Velma read well. 10. Fannie hesitated when she came 
to "grass," and Margaret said to her "Well, don't you know 'grass' 
When you see it?" 11. When class was reading this sentence over 
silently, Margaret said, "What's that word up there that begins just 
like my name begins?" (The word was "Make.") In reading it aloud 
to the class, Louise said "help" for "stop." 12. LaRue read in a jerky 
manner and Mai-garet offered to read it over to show him how it should 
be done. 13. Ima read well. 14. Velma was praised because she read 



26 COURSE OK STUDY FOR PRIMARY GRADES. 

SO plainly and especially because she did not even hesitate but knew 
just what she had to tell. 15. Margaret read it before I had even com- 
pleted the word "home." Many others in the class read it also and 
some one said, "Why did you write such an easy sentence on the board? 
We want hard ones." 16. Louise read so slowly that it sounded like 
word calling and I said I would have to call on some one who could 
read it better than that, but Louise said, "Oh let me try it over," and 
this time, in her effort to make it sound better, she read so fast that 
she said, "You are a little good boy," instead of "You are a good little 
boy." 

Summary : 

Class found words and phrases in answer to questions by children 

Material: (I-A. Sight Reading.) 

1. Easy stories for pleasure. 

2. Stories like ones in basal text. 

'.i. Poems in basal text. (These should be learned at least two weeks 

before reading.) 
4. Sentences from various material; pupils to read them as fast as 

teacher can write them. 
Time: 

Proportion with each class — two periods a week. 

S.vjii'LE Lessox I-A — Sight Reading. 
Time: 

One period of 15 minutes. 
Material: 

"The Three Billy Goats Gruff" pp. 77-88 in Free and Treadwell 
Primer. 
Aim: 

1. To test the vocabulary. 

2. To give the child the joy of reading material, which presents no 

word nor phrase difficulties. 
Prcj^aration: 

Teacher: "See who will find page 77 first. . . . Helen did! 
Good for her! What do you see in this picture?" 

Charles: "Three goats." 

Teacher: "We are going to read this story to find out if it is like 
the one in our Winston First Reader. Please notice the name of these 
goats. It is 'Gruff'." (Teacher writes name on board, pupils locate it 
on page, one saying "I see it," another, "It is the last word.") 

Teacher: "Turn the page. June read until we know the goats' 
names. . . . June read well." 

Teacher: "Margaret read on." (Margaret read in a hesitating way.) 

Teacher: "I believe Margaret was thinking of the story in our book. 
Walter tell us what Margaret tried to read. . . . That was fine, 
Walter." 

"Velma may read the next page. . . . Velma read as if she 
were looking ahead, so as to make us understand this story." 

Endrys read five lines. She had to be told "troll." (As she sat 
down, she said, "I didn't know troll.") 

Teacher: "Josephine read and make us know what the goat and troll 
are talking. . . . Fine! How many goats on the hillside?" 

Josephine: "Just one." 

Teacher: "Charles what happened next? . . . Good." Then 
Manford read. 

Teacher: "How many goats on hillside now?" Josephine: "Two." 

Julius who usually reads in a halting way is called. When he finishes 
teacher said, "Wasn't that fine?" Julius read just as if he were talking 



READING — FIRST GHADl':. 2i 

to lis Is this goat afraid? Mary may read. . . . "Was he afraid?" 

-Mary: "No." 

Teacher: "Was the troll afraid?" (Evelyn reads to find out.) 

Laurabel: Read two lines. Walter finishes. 

Teacher: "How many goats are on the hillside?" 

Walter: "All of them." ■ 

Teacher: "Yes. How many?" 

Walter: "Three goats." 
Summary : 

Teacher: "Was this story like ours?" 

Gaylord: "Just about like it!" 

Teacher: "What was different?' 

Edward: "These goats went to a hillside." 

Teacher: "Yes, but how is that ditferent?" 

Edward: "In our book they went to a mountain." 

Timid Fae whispered: "These goats were called Gruff." 

Teacher: "We often find just a little difference when we read our 
old stories in a different book. You all did well. You read ten pages 
in fifteen minutes. I told you just one word. 
tseat Work: 

Take these papers to your seats. Cut pictures of some of the things 
in this story. Try to cut three different things. We will use the best 
pictuies to make a poster. 

Note: Training in sight reading should put the child in the attitude 
of attempting: (a) to read any printed or written matter that falls in 
his hands, (b) To discover signs and posters when he comes to them 
in his surroundings. 

Review Reading. 

Review reading is re-reading stories of any type. 
Aim: 

To quicken reading pace. 
Time : 

Proportion with eacli class — one period a week. 
^Jater^al: 

The choice of material may be left to the class. Majority may choose 
any story from basal text, which class has developed. As a story is 
finished child may choose to re-read a unit of the story, or even just one 
page. 

Teacher and class may plan ahead for general review; by teacher 
saying: "This afternoon as many of you as can come to class prepared 
to read a story in an extra book." Pupils use a seat work period to 
prepare for such a review. 

Exercises Used i.\ Class to Quicken Pace. 

1. Whole class strive to see how many pages in how many stories they 

can read in the period, of so many minutes. Compare record from 
week to week. 

2. Individual pupils see how long it takes to read a certain page. 

3. Teacher begin a sentence anywhere. Child who finds the place first, 

stands and reads. 

4. Teacher says, "I will count to ten to myself, see how far you can read 

silently. Put your finger on last word you read when I say 'ten'." 

5. Teacher calls on one pupil to start reading, then signals him to stop 

by touching him; at the same time touches another pupil to proceed. 

SuiHT Reading — I-B. 
(Parallel stories to use at end of developmental work on stories in 
Winston Primer.) 
Note: Character names through all are Mary and Jack. Other words 
not in Winston vocabulary so far, are listed at beginning of each story. 



'?S COURSE OF STUDY TOR PRIMARY GRADES. 

Stoiues to Supplement "The Little Red Hen."' 
1. My Pets. 

see have 

See my hen. 

See the little chicks. • 

I have a cat. 
I have a red pig. 
I have a goose. 

The hen and chicks eat wheat. 
The cat will not. 

2. Baking Day. 
Mother said, "I shall bake some bread." 
Mary said, "I will help you make the bread." 
Mary did help. 

Then she called the cat and pig. 
She cut the bread. 

She said, "Who will eat the bread?" 
The cat did. 
The pig did. 
And she did. 

3. The Little Reb Pig. 
A little red pig said, "Ouf! Ouf! Ouf!" 
Then he found some wheat. 
The little red pig called the hen. 
She said, "I will help plant the wheat." 
The wheat grew up. 
The little red pig called the cat. 
She said, "1 will help cut the wheat." 
The little red pig called the goose. 
She said, "I will help grind the wheat." 
The little red pig called Mary. 
She said, "I will bake the bread." 
Who ate the bread? 

4. At the Farm. 

went to a tarm barn 

see give 

ran away was afraid 

Jack and Mary went to a farm. 
Jack said. "See the little chicks." 
Mary said, "See the hen." 
They called, "Chick, chick, chick." 
The hen and the chicks ran away. 
They went to the red barn. 
Jack called the pig. 
The pig said, "Ouf! Ouf!" 
Mary called the cat. 
The cat said, "Meow! Meow!" 
The goose said. "Hiss! Hiss! Hiss! Give me some wheat, Hiss! 

Hiss! Hiss!" 
Mary was afraid. 
She said. "Help me." 
Jack said, "I will help you." 
He said, "Hiss! Hiss!" 
The goose ran away. 

Stories to Supplement "The Boy and The Goat." 

1. A Little Boy in the Woods. 

from again 

catch away 



KKADIXU — FllIST (JKADE. 29 

A little bc}' ran away from home. 

He ran into the woods. 

A goat came to the woods. 

The goat had to eat grass in the woods. 

The goat said, "Why are you in the woods, little boy?" 

The boy said, "1 want to catch a bumblebee." 

The goat said, "Go after a rabbit, not a bumblebee." 

The boy said. 'I will." 

A rabbit came along. 

The boy said, "Stop, rabbit." 

The rabbit did not stop. 

He ran to the fox and said, "Help me, fox." 

The fox said, "I will help you, rabbit." 

He ran after the boy and said, "Go home, boy, go home." 

The boy began to cry. 

And he ran home. 

The little boy did not go into the woods again. 

2. Jack's Auvemuiie. 

from was away 

in him good 

Jack came home. 
He came from the woods. 
"Oh, mother," he said, 
"I helped a little rabbit in the woods. 
The rabbit ran along. 
A fox ran after him. 
The rabbit began to cry. 
I had to help him. 

I said, 'Stop fox, 1 want you to stop.' 
He did not. 

A bumblebee was in the grass. 
I said, 'Bumblebee, will you make the fox stop?' 
So she went 'z^z — z — z — z' 
Then the fox ran away. 
The rabbit stopped crying. 
He ran home." 
Mother said, "Oh Jack, you are a good little boy." 

3. A Party. 

party w-ent what a good time 

come bring have 

Mary wanted a party. 
She said, "Jack, help me." 
Jack said, "I will." 
And he called the cat. 
Then he called the rabbit. 
The rabbit said, "Thank you, I will go." 
Along came the bumblebee and a goat. 
"Stop," said Jack, "I want you to come to the party." 
"I will," said the bumblebee. 
"I will," said the goat. 
They ran home after the fox. 
Then they went to the party. 
Mary began to cut the bread. 
"Go into the woods, Jack and bring some grass. 
The goat will eat the grass. 
The rabbit will eat the bread." 
The fox said, "Oh, what a good time we shall have!" . 



30 COURSE OF STUDY FOE PRIMAEY HADES. 

Stories to Supplejiext A Wee Wee Woman. 
1. A Party. 
too 
A boy had a rabbit. 

He wanted to go to the wee woman's house. 
A pig heard the boy. 
The pig said, "I will go, too." 
The squirrel said, "I will go, too." 
The bumblebee said, "I will go, too." 
They went into the woods. 
Along came the fox. 
"I want to go, too," he said. 
Then they came to the house. 
The wee wee woman had a little table. 
Some bread was on the table. 
The fox began to eat the bread. 
The little boy began to cry. 
"Go home, fox, go home," said the boy. 
"I will help," said the bumblebee. 
He flew after the fox. 
The fox jumped up and ran out. 
The woman said, "We will eat the bread." 
"Thank you," they said. 

2. The Noise. (The Wee Wee Woma.x.) 
There was an old woman. 
She lived in the woods. 
She had a dog. 
The dog heard a noise. 
He ran into the house. 
He got up on her bed. 
He jumped on her chair. 
Nothing was there. 
So the dog ran out of the house. 
He went under the house. 
He looked again. 
Nothing was there. 
Soon he went into the woods. 
He said, "I found the noise. 
It is one of Red Hen's chicks. 
Go home, chick." 
Then he ran to the old woman. 
He jumped on her bed and went to sleep. 

3. The Greedy Pig. 
get for 

The Wee, Wee, Woman found a goose. 
The goose was in her cupboard. 
She wanted to eat the goose. 
It flew out of the cupboard. 

So she said, "Who will help me get the goose?" 
She called the cat to help her. 
The cat would not help. 
She called the hen to help her. 

The hen would not help. • 

Then she called the pig. 
He said, "I will help you." 

He ran after the goose and said, "I will eat you." 
And he did. 
The Wee Wee Woman said to the pig, "You did not get the goose 

for me. I will eat you." 
And she did. 



READIXG FIKST CiltADJi. ^51 

Stoiiiks to Sii'ri.E.MK.NT "The Gin(;ki:i!i:i;aij Boy." 
1. Anotiiek Boy. 

sugar coal sugar shoes sugar cap wood 

After the fox caught the gingerbread boy the old woman and the 

old man went home. 
They went into the house. 
The old man sat on a chair and began to cry. 
The old woman did not cry. 
She made a boy again. 
She made a red sugar coat for him. 
She put on some red sugar shoes and a red sugar cap. 
Then she put him in a pan. 

After the boy was baked she put the pan on the table. 
Then the old man went out to cut some wood. 
The old woman went up stairs to make the bed. 
Soon a goat came by. 
The goat came into the house. 
Then the boy jumped out of the pan. 
He said, "Go out of the house." 
But the goat would not. 

The boy tried to drive him out but he could not. 
So the boy went up stairs after the old woman. 
She came down and made the goat run away. 
The boy helped the old woman and the old man. 

2. Jack's Goat. 
with his come back where 

Jack lived with an old man and an old woman. 
He had a dog and a goat. 
The old man came home. 
He said, "Jack, a fox ran into the woods. Will you help me catch 

him?" 
Jack said, "I will." 
He called his dog. 
They ran and ran. 
They could not catch the fox. 
Then they came liome again. 
Jack said, "Where is my goat?" 
The woman said, "He got in the house. 
He ran under the chairs. 
He jumped on the bed. 
I put him out. 
He ran away. 
He can not come back." 
Jack began to cry. 

The man said, "Stop crying. Jack. I will get you a rabbit." 
Jack stopped. 
He got a rabbit. 
So Jack had a dog and a rabbit. 

3. The Hex That Ran Away. 
too 
Once there was a little old man. 
There was a little old woman, too. 
They had a dog. 

The little old man said to him, "Catch a hen." 
The dog could not catch the hen. 
The old man met a- pig. 
He said, "Pig, run and catch that hen." 
The pig could not catch the hen. 
The old man met a cat. 



COURSE OF STUDY FOE PRIMARY GP.ADES. 

He said, "Can you catch that hen?" 

Awaj' ran the cat. 

She caught the hen. 

The old man said, "Little old woman, put that hen in the kettle.' 

She did and that was the end of the hen. 

Stories to Supplement Henny Penny, 
1. A Frog's Dinner. 
frog sat in the sun tongue 

pond above for his dinner 

A frog lived in a pond. 
One day he came out of the pond. 
He sat in the sun. 
A little fly sat above him. 
The frog wanted the fly for his dinner. 
So the frog said, "Come down with me." 
The fly said, "You will catch me and eat me." 
"Oh, no;" said the frog, "I will let you sit near me." 
The frog said, "What will he do? I will wait and see." 
He waited. 

Soon the fly said, "I will fly down and then come back." 
So the fly flew down near the frog, 
"phe frog looked and looked at him. 
Then he caught the little fly with his tongue. 
The frog had a fly for his dinner that day. 

2. Wee Chick. 

ate tired I'm going 

bugs awake sound asleep 

An old hen had some little chicks. 
One was a wee, wee little chick. 
He was called Wee Chick. 
They lived near the woods. 
One day they went into the woods. 
Wee Chick ate some grass. 
He tried to catch some bugs. 

He jumped and jumped but he could not catch the bugs. 
Soon he got so tired he went to sleep. 
The old hen said, "Chick, chick, I'm going back home." 
She called and called. 
But Wee Chick was sound asleep. 
A bee heard the old hen. 

The bee said, "Sly Fox will catch Wee Chick if I do not wake him. 
So she flew up on Wee Chick's tail. 
She said, "Buzz, buzz. Wake up! Wake up!" 
The bee waited and waited. 
But Wee Chick did not wake up. 
Then she flew on Wee Chick's back. 
She said, "Buzz, buzz. Wake up! Wake up!" 
She waited and waited. 
But Wee Chick did not wake up. 

Then she flew on his head and said, "Buzz, buzz, buzz, buzz. 
Wake up! Wake up!" 
Wee Chick heard the noise. 
She jumped up. 
The bee said, "Buzz. 
The old hen went back home." 

Wee Chick said, "What shall I do? What shall I do?" 
The bee said, "I will go home with you." 
And she did. 



READING 1-1I!ST GRADE. 3'^, 

3. The Little Hex and the Fox. 
Ha! ha! 
Once there was a little hen. 
She lived in a red house in the woods. 
An old fox and his mother lived near by. 
The old fox said, "I will catch the little hen." 
So he went to the little hen's house. 
The little hen was not home. 
The fox went into the house. 
He waited for the little hen to come home. 
Soon the little hen came. 
She went into the house. 
The old fox jumped out to catch her. 

The little hen cried. "What shall 1 do? What shall I do?" 
The old fox opened his mouth to catch the little hen. 
The little hen flew on his back. 

The old fox ran out of the house with the little hen on his back. 
He tried to catch her. 
But she flew upon the house. 
This made him angry. 
So he ran home. 
The little hen said, "Ha! ha! old fox, come back again." , 

Stories to Supplement "The Old Woman and Her Pig." 
1. Thk Fire. 
tell took 

"Fire! Fire! Fire!" said the pig. 
"Where is it?" said the rat. 
"In the old woman's house," said the rope. 
They went to help. 
The old woman was in bed. 
They called her. 

The rope said, "Do not jump till I tell you." 
They went in to get some chairs. 
The pig took out the beds. 
The dog took out the tables. 
The stick put some water on the fire. 
The old woman said, over and over, "Thank you! Thank you!" 

2. The Circus. 
circus laughed 

.Jack and Mary wanted to give a circus. 
They gave the circus on the hill. 

After the circus began the pig jumped over the candle. 
He said, "Ouf, Ouf." 
The dog ran after the cat. 
The cat ran up the rope. 
The rabbit ran up the rope. 
The hen flew up the rope. 
The boy looked up, he said, "Stop, Stop." 
Then he cut the rope. 
The rabbit ran away. 
He began to eat grass. 
The hen flew away. 
She began to drink water. 
The cat and dog ran home. 
The circus was over. 
Jack and Mary sat down and laughed. ^ 





3 


The Circus. 




circus 


father 


saw played 


bears 


balloon 


tent 


elephants 


monkeys 



34 COURSE OF STUDY FOR TRIMARY GRADES. 

One clay Jack went to the circus. 

He wanted to buy a balloon. 

His father said, "Wait till we go home, then you can get it." 

They went into the tent. 

They saw monkeys and bears. 

There they saw a little dog and a man. 

The man said, "Jump, dog, jump over the stick." 

The dog jumped over it. 

Then the elephants came. 

They played fire. 

One lighted the fire. 

One ran after some water. 

"Fire, fire," called the man. 

Then the elephant put out the fire. 

Jack's father said, "Come Jack, we will go home." 

Jack got his balloon and they went home. 

Stouies to Supplement "Lambikin." 
1. Blackie. 
barn doing going 

Blackie was a big rat. 

He had heard there was a barn of wheat in the woods. 
So Blackie went into the woods. 
On the way he met a fox. 
"Where are you going?" said the fox. 
"I am going to get some wheat," said the rat. 
"I want to grow fat." 
"May I go with you?" said the fox. 
"No," said Blackie, "I am afraid you will eat me." 
So Blackie ran on till he met a cat. 
The cat said, "What are you doing in the woods?" 
Blackie said, in a wee voice, "I am going to get some wheat. 
I want to grow fat." 
"May I go with you?" said the cat. 
"No, I am afraid you will eat me." 
So Blackie ran on. 
Soon he came to the barn of wheat. 
Blackie ate and ate. 
A big cat lived in this barn. 
The cat said, "Blackie, give me some wheat." 
"No," said Blackie. "I am afraid you will eat me." 
Blackie ran, but the cat caught him by the tail. 
The cat had a big fat rat for his dinner. 

2. The Goat That Saw the Would. 
world only 

One day Little Goat said to Big Goat, "Big Goat, I want to go 

out to see the world." 
Big Goat said, "Wait a little. Wait at home." 
"But I want to go," said Little Goat. 
So he ran away. 
He' came to the woods. 
It was only a little woods. 
"This is the world," he said. 
"Oh, what a big world this is." 
Soon he met a fox. 
"Who are you?" said the fox. 

"I am a little goat. Do not stop me, I want to see the world." 
But he was afraid. 
Soon he met a fat pig. 
"Ouf, ouf, who are you?" said the pig. 



READING — FIKST GRADE. o.) 

"I am Little Goat. Do not stop me, I want to see the world." 

The pig looked so big. 

Little goat was afraid. 

He ran on and on. 

Soon he saw Big Goat. 

"Where were you?" said Big Goat, in a big voice. 

"Oh! I saw the big world. I saw a fox with a big tail. 

I saw a pig with a little tail. 

Big Goat, the world is big, I have seen it." 

3. The Lost Rabbit. 
carrots am looking carried 

Once upon a time a little boy had a rabbit. 
One day the boy said, "I will give my rabbit some carrots." 
When he looked for the rabbit he could not see him. 
"Where can he be?" he said. 
He was afraid some one had his rabbit. 
"I will look for him," he said. 
Soon lie met a man. 

The boy said, "May I come into your garden? 
I am looking for my rabbit.'" 
"You may," said the man. 
The rabbit heard the boy's voice. 
"Here I am," called the rabbit. 
"Why did you run away?" said the boy. 
The rabbit said, "Oh I I wanted some carrots. 
I found some here. 
I ate and ate. 

Then I was so tired, I could not run home." 
The little boy carried the rabbit home. 

Stories to Supplement "Squeaky'.s Tail." 

1. The Squirrel a.xd the Dog. 

wagged glad 

like know bone tree find dug 

One day a squirrel was running in the woods. 

A dog caught him. 

The dog said, "Do you like your tail?" 

"Oh, yes," said the squirrel. 

"I will bite your tail off," said the dog. 

"Please do not bite my tail," said the squirrel. 

"I know where there is a bone. It will make you a fine dinner. 

Let me go. I will get it for you." 

So the squirrel ran away into the woods. 

The squirrel could not get the bone. 

He was afraid to go back. 

The dog ran into the woods to look for the squirrel. 

He looked and looked. 

Then he saw him in a big tree. 

"Where is my bone?" called the dog. 

"I could not find it," said the squirrel, in a wee voice. 

The dog dug and dug under the tree. 

"Here is a bone," he cried. 

"That is it," said the squirrel. 

the squirrel jumped down and said, "Oh, I am so glad you found it. 

Now you don't want my tail." 

The dog wagged his tail and ran home. 

2. Mary and Hek Dog. 

Bow Wow 

Mary had a little dog. 

Jack took the dog away from Mary. 



3G COURSE OF STUDY POR PRIMARY GRADES. 

Mary said, "Please, Jack, give me my dog." 

But Jack ran away. 

He ran and he ran. 

The little dog said, "Bow, Wow, I want to go to Mary. 

Mary ran after Jack, and caught him. 

Then she took the dog and went home. 



READING IN SECOND GRADE. 



I. Aim: 



1. The ultimate aim of all efforts to teach reading is to develop in 

the child a love for reading — to give him from the very be- 
ginning a tasta for good literature. 

2. To develop an increased ability to read intelligently, independ- 

ently and fluently. 

(a) Increased ability to comprehend thought of selection. 

(b) Increased mastery over the mechanics of reading. 

3. To stimulate outside reading. 

4. To form habits leading to the proper handling and care of books, 

proper position, how to turn pages, order of paging and the 
finding of given pages readily. 

II. Subject Matter: 

1. Winston Second Reader — Basal text. 

(a) 2B— Pages,l-84. 

(b) 2A— Pages 85-175. 

2. Minimum supplementary books for 2B — four. 
Minimum supplementary books for 2A— four. 

III. Method: 

1. Types of Reading. 

(a) Developmental. 

(b) Sight. 

(c) Silent. 

(d) Review. 

2. Lesson Plans. 

(a) Developmental. 

The material for one semester is the required pages in 
the Winston Second Reader and one other second grade 
reader of equal difficulty. Reserve five periods each week 
for this type — morning periods if possible. At the be- 
ginning of the procedure develop the thought of the stories 
through supervised class study of single sentences, para- 
graphs, or pages, etc., to discover the main thought of the 
selections. Then let it all be read orally by different 
children, giving the easy parts to the poorer readers; 
dramatically by groups; or selections read that answer 
certain questions; or a mixture of all these methods. 

(b) Sight. 

"Every class needs training in sight reading, not of 
material difficult in vocabulary and challenging thought 
too seriously but of simple tales written in simple lang- 



READING SECOND GRADE. 3T 

uage." The new supplementary readers from the lower 
grades and the easier supplementary readers for your 
grade are to be used for sight reading. At least two sup- 
plementary readers should be read in one semester. Two 
afternoon periods of each week are devoted to sight work. 
In this type of reading, the chief aim of questions is to 
keep the minds of the children alert to the various hap- 
penings of the stories in order to secure better apprecia- 
tion and expression on the part of the children. 

(c) Silent. 

The material may be supplementary history books, 
other supplementary readers, play movies (reading signs 
between pictures) and other silent reading drills. For a 
drill see October, 1921, Journal of Educational Research, 
by I. H. Hoover. Two periods of each week should be used 
for silent reading. The second grades in most of the 
schools will be able to read at least two books silently each 
semester. 

"The great purpose of silent reading is realized when- 
ever the attention is focused on the stream of thought 
rather than on words or phrases." This aim may be 
attained by asking questions which are answered either by 
reproduction of the story or by reading orally the answers. 
To vary the method an outline may be used. It should 
grow as the children find the facts. Then the class may 
summarize the lesson by reciting from the outline which 
has been written on the board. 

(d) Review. 

These lessons should be a review of stories or parts of 
them which have been developed in the reading period at 
least two weeks previously. They may be either time 
tests or dramatic reading lessons. In the first kind time 
the first reading. Wait two weeks. Then re-read and 
time again. Inform the class of the results by charts or 
graphs. In the latter we should get a high degree of finish 
in oral reading. One period a week should be reserved for 
review. Most teachers prefer Friday afternoon. 



IV. Tests: 



"The degree of comprehension, in the light of the reader's pur- 
pose, is rightly taken as a test of good reading." 
Second Grade Test. 

(a) The material read was new to the children. The book was 

Boy Blue and His Friends. Page 155. 

(b) Ten children in the middle group of the Dubois 2 A and 

ten in the Palmer 2A participated. They read indi- 
vidually and were isolated from the rest of the class. 
A record was kept of the time it took each child to read 
the page and also, the number of errors made by each 
child. 

(c) The average of the two schools for time was 1.4 minutes. 

The average number of errors for the two schools was 6.7. 

(d) Shall we then expect the average 2 A grade child in 

Springfield to read Page 155 in Boy Blue and His Friends 
in 1.4 minutes with 6.7 errors? We include in errors, 
all mispronunciations, repetitions, insertions, omissions, 
and any exchange of words or phrases. 

We suggest that any teachers interested, work out 
similar tests. 



38 COURSE OF STUDY FOR PRIMARY GRADES. 

2B Develop.me.xtal Reading Lesson Plan. 
Material: 

The Stone In The Road — Winston Second Reader — Page 61. 

1. Aims: 

The teacher's aim is to help the children solve the problem 
stated in the preparation. The children's aim is to enjoy the story. 

II. Freparaii07i : 

(The following words were drilled on in a word drill period pre- 
ceding the reading lesson. The tirst fourteen words were worked 
out phonetically by children. The remaining words were told by 
brighter children or teacher.) 

rich drag would 

persons shade hurt 

kind belong traveled 

rested drove travelers 

happen stopped thirsty 

path stumble walked 

night in front written 

lift very grumbled 

We will need these words in our reading. Let us play "secrets" 
with these words. I am sure we are now ready for the reading. 
As we read this story let us see if we can find out why some 
people succeed and others do not. 

///. Prescnialion: 

Study the part of this story that tells the kind of man our story 
is about. John read it aloud. Study and find out where he lived. 
Alary read the answer to us. See who will find out first what he 
did for travelers. Joe read and tell us what he did. (Use the 
following questions in a similar manner.) 

What made this man sad? 

Who was the first person to find the stone? 

Did he move it? 

What did the next person do? 

Did other people pass by the stone? 

Who stopped when he saw the stone? 

What did he say? 

Did he move it? 

What else did he find there? 

What did he do? 

Did he know whose gold it was? 

How did he take it home? 

Did the rich man know who found the gold? 

IV. Summary: 

Why did the man put the stone in the road? 

Does it do any good to grumble and not try to change things 
that are wrong? 

Did you ever see anything in the street that you thought might 
cause some one trouble? 

Did you stop and move it? 

Review and drill on following words for mastery: rich, persons, 
path, thirsty, traveler. 

(I think this plan would require one reading period besides one 
word drill period.) 



READING — SKL'OXD GRADE. 39 

2B Review Reading Lessox Plax. 

Grade 2B One class period of twenty minutes. 
Winston Second Reader, page 70. "How Little Rabbit Caught the 
Sun in a Trap." 

/. Aim: 

To give the children practice in reading for the purpose of in- 
creasing their rate in oral reading by re-reading a story studied 
about two weeks earlier. 

II. Preparation: 

About two weeks ago you read the story we are going to read 
again today. You read it very well. Today let's see if we can 
read it even better. You will need these words. Watch the board. 
John may tell the first one, etc., for one minute. 

furs earlier fierce sprang 

arrows tracks world path 

III. Presentation : 

Find page 70. As soon as you find it, close the book on your 
finger until everyone has the place. 

When we open our books I'll ask some one to start the story. 
By and by I'll touch that person and he will stop reading and I'll 
touch someone else and he will continue the story. 

Let's see if we can keep the place so to lose no time when we 
change the readers. Let's read quickly but make the story clear. 

(Teacher touches John who starts reading the story. At the 
same time she records on her book or a card the exact second of her 
watch. When the story is finished she again records the exact 
time. This lets her know how long it took the class to read the 
story. This class rate can then be compared with the time it took 
the class to read it before. The record of both readings may be 
kept for comparison when the story is re-read again.) 

IV. Nummary: 

Comments by teacher and class on general improvement. 

2B SiLEXT Readixg Lesson Plax. 
Material : 

"Ned and Nan in Holland" — Page 70, The Kermis. 

I. Aim: 

To overcome word difficulties. 

To have children form the habit of intelligent and rapid silent 
reading. 

To encourage children to ask questions. 

II. Preparation: 

The name of our story is The Kermis. Yes, John I am going to 
tell you the meaning of Kermis. All of you have been to our fair. 
Ned and Nan are going to a fair but the Hollanders call it^ 
Kermis. Let us see if they have a merry-go-round and good things 
to eat. 

///. Presentation : 

Study and find out why the people go to the Kermis. Edna tell 
us the answer. How did the Dutch people dress for the Kermis and 
find out what the different kinds of caps tell? John has found out. 
He may read the answer. Find out the kind of game the boys and 



40 COURSE OF STUDY FOR PRIMARY GRADES. 

girls played at the Kermis. What did they do? Joseph, Carl. 
Where do you usually play these games? Mary. Why was the 
bag race such a hard one to win? Norman. Read aloud the part 
that tells about the prize, Mavern. Study to find out the kind of 
a show Hans and Ned saw. Edward, tell us. Yes most boys and 
girls like dogs. Find out about the good things they had to eat? 
Josie, read that part. Finish the story to see how it ends. I am 
not surprised that Ned had a dream that night, are you? 

IV, Summary: 

Were the games that the children played at the Kermis like any 
you have ever played? Dorothy, Sarah and Matthew. What part 
of the Kermis did you like best? Mark, Edith, etc. 

(This reading and discussion lesson would require a twenty 
minute period.) 

2A Silent Reading Lesson Plan. 
Material: 

"Red Feather," pp. 74-80, The Voyage to the Big Sea Water. (This 
lesson may be taught in a twenty-five minute period or divided 
into two periods — one fifteen minute reading period and one ten 
minute language period.) 

1. Ai)ii: 

The teacher's aim is to train the children in the liabit of in- 
telligent silent reading. The children's aim is to enjoy the voyage 
to the Big Sea Water. 

II. Preparation: 

(Necessary words and phrases were drilled on during word drill 
period.) Turn to Page 74. What is the name of this part of the 
story? Mavern. What did we say the word voyage meant? Ed- 
ward. What is the Big Sea Water? John. Have any of you seen 
the sea? I am glad Stella could tell us about the sea because most 
of us haven't seen it. Since we can't go -to the sea now, let us go 
with Red Feather and Big Eagle. I know they had a lovely voyage. 
(Teacher writes on board — The Voyage To The Big Sea Water.) 

III. Fresentalion : 

People usually have a reason for taking trips or voyages. Big 
Eagle had a reason or purpose in going to the Big Sea Water. 
Read and find out his purpose. As soon as you have found out, fold 
youi- arms. Eyes this way. I am sure everyone has found his 
aim or purpose. Just remember the reason because I will call on 
someone for the answer later. Now', we can use the word "Pur- 
pose" for our first heading in our outline. (Teacher writes I. 
Purpose, on the board.) 

Second, we are going to find out how Big Eagle and Red Feather 
got ready or prepared for their voyage. See who will be the first 
to find out all about the preparation. Read that part to us, Hen- 
rietta. Our second heading in our outline is the word "Prepara- 
tion." (Teacher writes H. Preparation, on the board.) 

Big Eagle and Red Feather are going to start on their long 
voyage. Let us call this heading by the word "Voyage." (Teacher 
writes III. Voyage, on the board.) What did Big Eagle do on the 
voyage? How did Red Feather have a pleasant time? Which part 
of the voyage did you like best? Stanley, Catherine, Kenneth. 

At the very beginning you found out Big Eagle's purpose in 
going to Big Sea Water. The people who remember his purpose 



READING — SECOND GRADE. 41 

I'old their arms. Most of you have gcod memo'ries. What was it? 
Marie. Since Indians didn't have money, how was Big Eagle 
goin^- to get the wampum? Dorothy. Yes, he will give them some- 
thing for the wampum. Thank you, Henrietta, for your word. 
They will trade their goods. So our next aeading is the word 
"Trade." (Teacher writes IV. Trade, on the board.) Read and 
find out what Big Eagle traded. What was it? Isaiah. What did 
Red Feather do while his father traded? 

Since all the trading is over they will have to take their inter- 
esting trip back home. (Teacher writes V. Return, on the board.) 
Something exciting happened on the return voyage. Read about 
the return and find out what it was Big Eagle did. What did he 
do? Carl. What part of the return voyage did you like best? 
Freda, "Vincent, etc. Why did it take them longer to return than 
to go? 

IT. Summary : 

(The entire room is the audience.) 

Kenneth is a good story teller so he may start our story be- 
ginning with the purpose and telling all the preparation. Isaiah 
continue from where he stopped and tell us all about the voyage. 
Under "Trade" Allena will have to tell us about Big Eagle's 
trading and also what Red Feather did while his father traded. I 
think White Cloud and Morning Star were glad to see Big Eagle 
and Red Feather. John will tell us under V. of our outline about 
, the Return and how Big Eagle and Red Feather made White Cloud 
and Morning Star happy. 

While I read about the voyage you may hear something you 
have forgotten. (Teacher reads pp. 74-80 to the entire room while 
children- watch the outline.) 

2B OR 2A SiuHT Rkading Lesso.x Plax. 
Material : 

"The Snowman and Other Stories," p. 88, The Tale of a Drake. 

I. Aiw : 

Teacher's Aims. 

Speedy thought getting. 

Speedy thought conveyance. 
Children's Aim. 

Enjoyment. 

//. Preparation: 

(Necessary words and phrases were explained and learned in a 
preceding word drill period.) What is the name of our story, 
Charles? Look over the first page quickly to see if you need help. 

III. Presentation: 

Mary may start the story for us. What is meant by "could not 
pay his way," Carl? Susie, read the next three paragraphs. Did 
the drake help the king? Donald may read the answer to us. 
Mavern, go on with the story. You started well, but the last is not 
quite plain. Why was the drake proud? (He was proud to tell 
the fox that he had lent money to the king.) Now read the last 
paragraph again and imagine you are the drake. That was very 
good. Read another paragraph. Read the next four paragraphs 
to find out how the drake carried the fox, Ruby. (Continue in the 
same way to the end of the story.) 



42 COURSE OF STUDY POR PRIMARY GRADES. 

IV. Summary and Remarks: 

Have you ever read any other story in which some little things 
helped? 

What do you think of the people in this story? Whom do you 
like best? Why? 

Evelyn — "I think our class read well today." 

Sam — "I liked Violet's reading. It sounded just as though she 
were telling us the story." 

Lulu— "I liked Edward's reading when he read about the drake's 
song. He said it out loud, just like the drake." 

2B OH 2A Readixg Test Plan. 
Time: 

One class period of twenty minutes for a group of ten children. 

Material: 

A story new to the class. Book, The Natural Method Readers — 
Second Reader — Page 25, "How The Quarrel Was Settled" — or any 
story which the children have not seen or heard and which is of 
similar difficulty to the regular reading work. 

I. Aim : 

To rank the different pupils of the class in order as regards (1) 
rate in silent reading, (2) comprehension. 
//. Preparation, and, III. Presentation: 

Today I want to find out how quickly you can read and yet get 
every single fact of the story. 

Find page 25 and close your book on your finger until every one 
is ready. 

When I say "Open books" you are to read the whole page to 
yourself. Stand as soon as you have read it all. Be sure to find 
out all about the story, and then wait for all the class to finish the 
page. (As each child finishes the page and stands up the teacher 
records on her roll card his rank number and the exact second of 
time at which he finished. Later she can reduce this to the number 
of words read per minute and place the children's names on the 
board in order from the quickest reader to the slowest.) 

IV. Summ^ary : 

Keep your books closed and I'll let you come to me one by one 
and I'll whisper to you. 

(Teacher tests each child on these questions to rank children in 
comprehension.) 

1. What two animals did you read about? 

2. Where did one animal live? 

3. Where did he go one day? 

4. What did he find when he got home? 

5. What did each animal say to the other? 
These answers are considered right: 

1. rabbit and mouse. 

2. in a hole in the ground. 

or — in a house in the ground. 

3. to market. 

or — to buy a turnip. 

4. found a mouse in his house. 

or — found a mouse in the hole in the ground. 

5. The rabbit asked the mouse if he didn't know that this was 

his house, 
or— The mouse said to the rabbit, "This is my house." 



]{i;aui\{; — tiiiud gi?adk. 



43 



The mouse asked the rabbit why it was his. He had only made 
a hole in the ground. 

(The wording of these answers may be changed but the ideas 
should be iniorporated.) 

Teacher shouid rank the children in comprehension similarly as 
has been done for rate. 

The final score (hart may look like this: 





Rank in rate of 

siltnt reading. 

1 


Rank in 
comprehension 

in 
silent reading. 
.5 
3 
6 
10 
4 
1 
7 
2 
8 
9 


of 


Average 
two ranks. 
3 

2K 
5 " 

81/2 

31/2 
5 

71/2 
31/2 
9 

71/2 


Final group 

ranking 

in rate and 

comprehension 

in silent 

reading. 


John 




1 




i 


.1 


flora 


7 


9 


Fred 


3 


3 


Susie 


9 


5 


Joe 

Kate 


8 

5 


7 
3 


Rhea 


10 


10 


Elizabeth . . 


6 


1 



READING IN THIRD GRADE. 



I. Aims: 



1. Thought getting. 

2. Increased mastery of mechanics. 

3. Increased speed. 

4. Raising the standard of good oral reading by emphasizing habits 

of enunciation, articulation, pronunciation, and expression. 

5. Creating a further desire to read. 

II. Subject Matter: 

1. Basal text. 

a. Winston Readers Book III. The III-B will read to page 112. 
The III-A will finish the book. 

2. Minimum supplementary books for 3B — five. 
Minimum supplementary books for 3A — five. 



III. Method and Plans: 

1. Kinds of reading lessons needed in third grade. 

a. Developmental. 

b. Sight. 

c. Silent. 

d. Review. 

2. Developmental lesson plan. 

Note: The aims in a developmental lesson are thought getting 
and word mastery. It is a lesson too hard to be taught as sight, 
silent, or review. It requires definite word drills. The basal 
text and supplementary material of equal difficulty serve as de- 
velopmental material. The time allotted should be five lessons 
per week, given in the regular morning reading period if con- 
venient. 

3. Sight lesson plan. 

Note: The aim in a sight lesson is speedy thought getting. 
Material suitable is that in which the thought is simple and in- 
teresting enough to be quickly grasped by the child without much 
• word drill or explanation. The time allotted to this type should 
be two lessons per week, preferably in the afternoon reading 
period. 



44 COUKSE OF STUDY FOR I>IiT:\[Ar!V (illADEP. 

4. Silent lesson plan. 

Note: The aims in this type are thought getting, repi'oduction 
of the thought, and organization of the thought. Material involv- 
ing problems to be solved, such as the Dopp books, are useful in 
this kind of reading. The time per week should be two lessons, 
preferably in the afternoon readiirg period. 

5. Review lesson plan. 

Note: A review lesson is the speedy oral rereading of old ma- 
terial. Its aims are speed, expression, and smoothness. The time 
given should be one lesson per week, given in the afternoon read- 
ing period if convenient. 

IV, Tests: 

1. Explanation of a type test of attainments on speed and vocabu- 

lary for III-A. 
Ten children from Dubois III-A and PalnTer III-A read page 
53 in Elson's Third Reader. The material was new to all the 
children who were required to read individually and isolated 
from the remaining nine children. A record was made of the 
time taken to read the page and also a record of the number of 
errors. The average time and the average number of errors 
made by the two schools are shown in the following results. 

2. Results of the test. 

Average time required — 1.2 min. 

Average number of errors — 4. 

Similar tests on applied vocabulary, thought getting, or speed 
might be worked out by interested teachers — See the Second 
Grade Test Plan for further suggestions. 

3A Developmental Reading Lesson Plan. 

Winston Third Reader. 

"Measure of Rice." Pages 138-141. 

Period — 20 minutes. 

/. Aims: 

1. To master new words in the lesson. 

2. To get the thought from the printed page. 

//. Preparation : 

1. Word drill. 

(a) Words to be mastered: — duty, drove, received. 

(b) Review words: — guess, money, asked, enough, honest. 

(c) Incidental words: — measure, officer, stupid, worth, whole. 

(d) Let the children play this game with the words. Have 

one child hide his eyes while another child chooses a 
word from the list. Then the child tries to find the 
word which was chosen by asking, "Was it duty?" etc. 
The class answers, "No, it wasn't duty" or "Yes, it was 
duty." The child continues until he has found the right 
word. Then another child tries, etc. 

2. Explanation of terms. 

(a) Have several children tell the class what they think is 
meant by a measure of rice. (Teacher correct, if neces- 
sary.) 

3. Illustrative matter. 

(a) Have a few grains of rice to show the class to make sure 
that every child knows what rice is. 

III. Presentation: ^ 

1. You may all read silently the fii'st paragraph and find out what 
the duty of the price maker was. Alfred, read it aloud. 



HKADIXc; TlllltD (iliADP:. 4", 

2. The king did not like his price maker. You may all read silently 

until you have found the reason. M., read it to us. 

3. Whom does the king get for his next price maker? The next 

paragraph tells you. You may read it to the class, John, with- 
out studying it at all. 

4. Study the fourth paragraph. What did it tell you about the new 

price maker? V., read it aloud to us. 

5. What did the farmer bring to sell the king? Study until you 

have found the answer. R., read it to us. 

6. The king asked the price maker what the horses were worth. 

You may find the price maker's answer and read just the 
answer to the class. .J., read it. 

7. Why do you think the people laughed at his answer? Study and 

see. S., read it to us. 

8. Study the next three paragraphs. Find the paragraph which 

tells you what the farmer's friend told him to do. You may 
read it to the class, Mary. 

9. Read without studying to the bottom of the page, Frank. 

10. Read on the next page until you have found out what the price 

maker says a measure of rice is worth. We will see who can 
find the answer first. When you have found it put your fingers 
on the paragraph which tells you. 

11. Joe has found the answer first. We will let him read it to the 

class. 

12. Read to the end of the story. What became of the stupid price 

maker? 

IV. Summary: 

1. Have children re-read the story as a whole. 

2. Have a quick review from the blackboard of the words that are 

to be mastered. 

3B Review Reading Lesson Plan. 

Winston Third Reader. 

"Brother Fox's Tar Baby." Page 28. 

Time — 20 minutes. 

/. Aivis: 

1. To increase rate in reading. 

2. To review known vocabulary. 

3. To read to tell the story. 

Uther Aims: 

To correct wrong posture, wrong manner of holding book, finger 
pointing, etc. As an incentive, the class may judge who read in 
the best manner and send that child to some other room to read 
the lesson. 

//. Preparation: 

Pronounce quickly when I call upon you these words on the 
board. You have had them all before. 



build 


some 


certainly 


break 


shouted 


shade 


burn 


send 


declare 


dinner 


again 


tongue 


early 


right 


knocking 


friend 


angry 


thief 


hurt 


nothing 


helpless 


isn't 


when 


roast 


mean 


just 


piled 


summer 


river 





46 COURSE OF STUDY FOE PRIMARY GRADES. 

ilL. Presentation: (Find page 28.) 

"John, you may begin the story and tell us what happened on the 
first day. Would you girls and boys like to close your books to 
listen this time? Sit up tall and lefs see what good listeners you 
are." (Teacher tells reader any word he doesn't know.) 

When he finishes: "John, did Brother Rabbit want to go fish- 
ing?" "No, well then how do you think he answered Brother Fox?" 
"Fine, but did you read it that way?" "Don't you want to read 
that part again for reading is only talking isn't it?" "That was 
much better, John." 

"Boys and girls, I think you are all good listeners much better 
than some grown-up people that I know but let's open our books 
now so we can all follow the story and be ready to go on whenever 
we are called upon." 

"Eva, you may read and tell us what happened the next day." 
"Eva look at us now and tell us what you just read." "Why you 
sound so different now — just like Eva. Don't you think you could 
read that part again and say it just as you talk? Read it again." 
"Better now, isn't it? Now read us tiie rest." 

"What is the next part about, August?" "Yes, do you want to 
read us about that funny old Tar Baby? You may read." "August, 
you read very nicely but don't you think you are rather slow? 
Perhaps you can try to read more quickly. Let's see if you can't. 
Fine. Now, I'm sure we will all like to listen to you read." 

"Blanche, you may go on and we shall see what happened when 
the Tar Baby wouldn't answer." "Oh, my, but that was fine. Don't 
you all like to hear Blanche read." 

"Norbert, go on and let's see how angry Brother Rabbit got." 

"LaRue, you may read what Brother Rabbit did next." "Do you 
think that part is funny, LaRue? I don't think you read it so it 
sounded funny." 

"Robert, do you want to show LaRue how to read such a funny 
part?" 

"Listen, LaRue, and see if it doesn't sound funnier when Robert 
reads it, then we will let you try it again." 

"Did you like that boys and girls?" 

"Now, LaRue, you read it." 

"Julia, read to tell us what happened next." 

"Tell us about Brother Fox building a fire, Gabriela." 

"Now, Edward, you may have the very best part of the story to 
read. Tell us about Brother Rabbit's trick." 

"Now, Edward, do you think that is just the way Brother Rabbit 
talked? No. Suppose you look at us and tell us just the way I 
think he talked. Now, read it that way." 

Summary : 

"Who did not read? We are going to let you people choose the 
parts which you like the best and we will close our books while 
you read them to us." 

"Now, Class, let's decide who read the very best and the one w^e 
choose may go to the 4th Grade room this afternoon and read for 
them." 

3A Sight Reading Lessox Plan. 

The Snowman and Other Fairy Stories — Andrew Lang. 
"The Three Little Pigs." Page 24. 
Length of story — 10 pages. Time — 25 minutes. 
I. Aim: 

To help the children get the thought rapidly and therefore to 
read the new story fluently. 



READING — THIRD GltADK. 47 

//. Pieparation: 

1. Word Drill. 

I shall have the following list of words on the board to be 
drilled upon as incidental words to be used in this lesson: 
eldest, trick, caire, clever, proud, brick, beware, fret, bang, 
locked. 

I shall pronounce each of the words, as the children look at 
them. 1 shall then call for volunteers to pronounce the first 
word. After it has been pronounced correctly, the class will 
pronounce it in unison. I shall follow this plan with each word 
and after they are all pronounced correctly, we shall pronounce 
them again each child answering when his turn comes. 

2. Relating and reviewing facts that are already known and that 

bear on this lesson. 

How many have seen little pigs? Do you like them? Why? 
How many have seen a fox? In what stories have you heard 
about a fox? What kind of an animal is a fox? Can we trust 
him? 

7/7. Presentation : 

I shall see that each child has a copy of the story. I shall have 
each child come to the front of the room when reading to the class. 
If he has any trouble with words, I shall tell him the word without 
hesitation. He shall not be interrupted with questions or sug- 
gestions, the object being to have him without help, grasp the 
thought rapidly. Every child in the class will have a chance to 
read. 

IV. Hximmary: 

Which of the pigs was the wisest? Tell about the houses of the 
three pigs. Who had the best house? Tell what happened to each 
pig. What happened to Mr. Fox? 

Without using our books we shall play the story. Those children 
who play the story well have certainly grasped the thought. 

3A Silent Reading Lesson Plan. 

Text — Dopp — The Tree-dwellers. 
Pages 89-98. 
Time — 20 minutes. 
7. Aims: 

To give children practice in thoughtful reading by answering 
these questions: 

1. The first feeling of the Tree-dwellers toward fire. 

2. Their second feeling toward fire. 

3. The first change the conquest of fire caused in the life of the 

Tree-dwellers. 

77. Preparation: 

Teacher: "Is fire a good thing, John?" 

John — "I think it is because it cooks our food and helps to keep 
us warm." 

Harold: (volunteers.) "Engineers need fire to help pull their 
trains and factories need coal to help make their machinery go." 

Teacher: "Was there ever a time when people had not learned 
to use fire Mildred?" 

Mildred: "I don't think the Tree-dwellers know how to use fire 
because they ate their food raw and slept in trees so that the ani- 
mals would not get them. I think that if they had had fire that 
they would have found out that animals were afraid of it and then 
they would not have slept in trees anymore." 



48 COURSE OF STUDY FOR PRIMARY GRADES. 

Teacher: "That is right, Mildred. But does Are ever do any 
harm, Roy?" 

Roy: "Yes, when it burns down houses, stores, and buildings." 
Teacher: "Then fire is a good thing when controlled but harmful 
when it gets beyond our control. Let us remember that fire had 
first to be conquered before it could be of any use to the Tree- 
dwellers. We know how we feel toward fire, now let us find out 
how the Tree-dwellers felt toward it." 

III. Presentation: 

"In your lesson today you are to find out three things. I shall 
write them on the board." 

I. The first feeling of the Tree-dwellers toward fire. 
II. The second feeling of the Tree-dwellers toward fire. 
III. How the use of fire changed the life of the Tree-dwellers. 

"Open your books to page 89. I shall give you three minutes to 
read silently the first chapter. That chapter will answer the first 
question. Ask for any words that you don't know and no moving 
of lips while you read." 

(The class reads and teacher tells the words asked for. She 
writes those asked for on a piece of paper, to be drilled on at close 
of the lesson. At the end of three minutes the class with the ex- 
ception of one or two has finished the chapter and is ready to re- 
port. John has not finished.) 

Teacher; "John you have read far enough to answer the first 
question." 

John: "When the Tree-dwellers first saw the fire they felt afraid 
of it." 

Teacher: "Prove it John." (John reads lines which prove his 
point.) 

Helen: (volunteers.) "It says that they were afraid of some 
other things too. May I read what it says?" (She reads about the 
Tree-dwellers being afraid of thunder and lightning and also of 
wild animals.) 

Paul: (volunteers.) "I think it is funny where it says that they 
thought the fire was a red monster that ate wood and trees." 

Teacher: "Where does it say that?" (Paul reads it.) 

Teacher: "Tell us how Bodo felt several years later when the fire 
again broke out, Harold." (Harold tells in his own words the part 
called for, bringing out the point that while Bodo was still afraid 
of the fire yet he was curious about it and wondered about it.) 
Teacher steps to the board and asks again for the first feeling to- 
wards fire. After the right response she writes the word "Fear" 
under the first point in the outline. 

Teacher: "Now study the next chapter beginning on page 93 and 
answer the next two questions. You may have five minutes." 
(Teacher gives individual help when needed. At the end of five 
minutes, time is called and class gives attention.) 

Teacher: "What was their second feeling, Harry?" 

Harry: "They wanted to make friends with the fire by giving 
it wood to eat. I can read lines which say so." (He proves his 
answer.) Teacher writes under Question II in the outline, "Their 
wish to make friends with the fire." 

Hal: (volunteers.) "I can answer the third question. I can tell 
how the use of fire changed the life of the Tree-dwellers. It gave 
them their first real home and they no longer had to live in trees 
unless they wanted to, because they found out that animals were 
afraid of fire." (Hal reads several sentences which tell that thf 
animals were afraid of fire.) 

Teacher: "That is good, Hal. There were other ways in which 
fire changed the life of the Tree-dwellers but we are working for 
the first, great change." 



READJNG — THIRD <JRADE. 49 

Edward: (volunteers.) "But Sharptooth helped Bodo make 
friends with the tire. She helped him watch it that night and 
helped him feed it. She liked the warmth it gave and the pleasant 
tirelight." 

Teacher: "Where does it say that?" (Edward reads the place.) 

Mary: (volunteers.) "I think they must have felt happier now 
that they had a fire to gather around at night." 

Jack: (volunteers.) "They felt safer too, because the animals 
were afraid of the fire." 

Jean: "The book says that their home was wherever they carried 
the fire." 

Teacher: "That is good, Jean. Now you tell us again the first 
great change that fire brought in the life of the Tree-dwellers." 

Jean: "It gave them their first home." (Teacher writes it in the 
outline.) 

IV. Summary: 

"Let us look now at our outline and read it together." 
I. The first feeling of the Tree-dwellers toward fire. 

1. Fear. 
II. The second feeling of the Tree-dwellers toward fire. 

1. A desire to make friends with the fire. 
III. The change fire caused in the life of the Tree-dwellers. 

1. It gave them their first real home. (Teacher brought out 
that there were other changes but that this was the first 
great change.) 
Teacher: "Here are some words which you asked for while read- 
ing." 

beasts of prey, 
devoured, 
curious, 
red monster, 
crept cautiously, 
branches groaned and cracked, 
scarcely walk, 
puzzled. 

risking his life. 

(Teacher pronounced the words weaving the story in as she did 
so. For instance — "They were afraid of the beasts of prey." Chil- 
dren pronounced the words individually. Teacher gave equivalent 
meanings for unfamiliar words, used them in sentences familiar 
to the children, and explained unfamiliar terms. As final review 
the class gave the words as teacher erased them from the board.) 



50 COUHSE OF SlUL/Y TOR PRIMARY GRADES. 



V. Book Lists. 
A. Supplementary Reaueus. 

Fir.ST GRADE. 

Note: The grade and class placement of each of the following readers 
is in accordance with the majority vote of our city primary teachers who 
have used the books. 

Grade 
Title. Publisher. Class. 

Baker and Carpenter Language 

Pi-ii^ier Macmillan Co., N. Y IB 

Baker and Carpenter Reader, 1st Yr.. Macmillan Co., N. Y lA 

Beacon Primer Cinu & Co., N. Y IB 

Beacon First Reader Ginn & Co., N. Y lA 

Cherry Tree Children Little, Brown & Co., Boston lA 

Child " Classics— First Reader Bobbs, Merrill & Co., Indianapolis lA 

Child Rhymes iB 

Cvr— First Reader Ginn & Co., N. Y lA 

Economy Primer Hall & McCreary Co., Chicago. . IB 

Edson-Laing— Book I Sanborn & Co., Chicago ' lA 

Elson Runkel Primer Scott, Foresman & Co IB 

Elson Primary Reader — First Grade. Scott, Foresman & Co lA 

Fox Primer G. P. Putnam's Sons, N. Y IB 

Fox First Reader G. P. Putnam's Sons, N. Y lA 

Free & Treadwell Primer Row, Peterson & Co., Chicago. . . IB 

Free & Treadwell First Reader Row, Peterson & Co., Chicago. . . lA 

Graded Literature Readers — First 

Book C. E. Merrill Co., N. Y lA 

Little Kingdom Primer Rand, McNally & Co., Chicago. . IB 

Merrill Primer C. B. Merrill Co., Chicago IB 

Merrill First Reader C. E. Merrill Co., Chicago lA 

New Barnes Primer A. S. Barnes, Chicago IB 

New Barnes— Book One A. S. Barnes, Chicago lA 

Out Door Primer Rand, McNally & Co., Chicago. . IB 

Overall Boys Rand. McNally & Co., Chicago. . lA 

Progressive Road — Story Steps Silver, Burdett & Co., Boston. . . lA 

Progressive Road— Book One Silver, Burdett & Co., Boston... lA 

Rhyme & Story Primer Little, Brown & Co IB 

Rhymes & Stories. Eyestone Public School Pub. Co., Bloom- 

ington IB 

Riverside Primer Houghton, Mifflin & Co., Chicago IB 

Searson & Martin Readers, First 

Grade University Pub. Co., Chicago ... lA 

Story Hour Primer American Book Co IB 

Story Hour First Reader American Book Co lA 

Sprague Primer Rand, McNally & Co., Chicago. . lA 

Sunbonnet Babies Primer Rand, McNally & Co., Chicago. . lA 

Sunshine Primer Ginn & Co., N. Y lA 

Wide Awake Primer Little, Brown & Co., Boston lA 

Winston Companion Reader, Primer. J. C. Winston Co., Chicago lA 

Winston Primer J. C. Winston Co., Chicago IB 

Winston First Reader J. C. Winston Co., Qiicago lA 

Vvork-a-Day Doings Silver, Burdett & Co lA 

Work-a-Day Doings on the Farm Silver, Burdett & Co lA 

Young & Field— Book One Ginn & Co., N. Y lA 



HEADING — BOOK LISTS. ."i 1 

SECOM) CItADK. 

Grade 
Title. Publisher. Class, 

uaker and Carpenter Language 

Reader, 2d year Macmillan Co., N. Y 2A 

Beacon Introductor.v Second Reader.. Ginn & Co., N. Y 2B 

Bow Wow and Rlew Mew Educational Pub. Co., Blooming- 
ton 2B 

Boy Blue and His Friends Little, Brown & Co., Boston. ... 2 A 

Bunny Rabbit's Diary Little, Brown & Co., Boston.... 2A 

Child Classics — Second Reader Bobbs, Merrill & Co., Indianapolis 2 A 

Child Life II Little, Brown & Co., Boston 2A 

Children of the Cliff D. Appleton & Co., N. Y 2A 

Circus Reader Sanborn & Co., Chicago 2A 

Edson-Laing, Book II Sanborn & Co., Chicago 2B 

Fairy Stories and Fables American Book Co., Chicago. ... 2A 

Fox Second Reader G. P. Putman's Sons, N. Y 2A 

Free and Treadwell Second Reader. .Row, Peterson & Co., Chicago. . . 2A 

Graded Classics — II B. F. Johnson Pub. Co 2 A 

Hiawatha Primer Houghton, Mifflin Co., Chicago. . 2 A 

Little Playmates Newson & Co., N. Y 2A 

Merrill Second Reader C. E. Merrill Co., Chicago 2B 

Ned and Nan in Holland Row, Peterson & Co., Chicago. . . 2A 

New Barnes — Book Two A. S. Barnes & Co., Chicago. ... 2A 

Nursery Rhymes — Welsh D. C. Heath & Co., Boston 2A 

Once Upon a Time Stories Longmans, Green & Co 2B 

Polly and Dolly Little, Brown & Co., Boston 2A 

Pretty Polly Flinders Little, Brown & Co., Boston 2B 

Progressive Road Book II Silver, Burdett & Co., Boston. . . 2B 

Red Feather Lyons & Carnahan Co., Chicago 2A 

Reynard The Fox American Book Co., Chicago. ... 2B 

Riverside Second Reader Houghton, Mifflin & Co., Chicago 2B 

Searson and Martin, Second Grade. .University Pub. Co., Chicago... 2B 

Story Hour, Second Reader American Book Co., Chicago.-. . . 2A 

Ten Little Brownie Men A. Flanagan & Co., Chicago.... 2 A 

That's Why Stories Newson & Co., N. Y 2A 

Tommy Tinker's Book Little, Brown & Co., Boston. ... 2A 

Twilight Town Little, Brown & Co., Boston 2B 

AVinston Second Reader J. C. Winston Co., Chicago. .. .2B & 

2A 

Young and Field— Book Two Ginn & Co., N. Y 2B 

TlllItU GR.\DE. 

Grade 
Title Publisher. Class. 

Ai'lo Riverdale Press, Boston 3A 

Around the Lightwood Fire B. F. Johnson & Co., N. Y 3A 

A Visit to the Farm Macmillan Co., N. Y 3A 

Baker and Carpenter Third Reader. .Macmillan Co.. N. Y a A 

Big People and Little People of 

Other Lands American Book Co 3B 

Cave Boy of the Age of Stone D. Appleton & Co., N. Y 3 A 

Circus Cotton Tails A. Flanagan & Co., Chicago 3B 

Classic Myths— Judd Rand, McNally & Co., Chicago. . 3A 

Docas D. C. Heath Co.. Chicago 3A 

Early Cave Men Rand, McNally & Co., Chicago. . 3A 

East 0' the Sun and West 0' the 

Moon Row, Peterson & Co., Chicago. . . 3B 

Elson Primary Reader, Book I Scott, Foresman Co., Chicago... 3A 

Fables From Afar Newson & Co., N. Y 3B 



52 COURSE OF STUDY FOR PRIMARY GRADES. 

Grade 
Title. Publisher. Class. 
Fairbanks Home Geography Educational Pub. Co., Blooming- 
ton, 111 3A 

Free and Treadwell Third Reader. . .Row, Peterson & Co., Chicago. . . 3 A 

Howe Third Reader Chas. Scribner's Sons 3A 

How the Present Came from the Past.Macmillan Co., Chicago 3A 

Jataka Tales of India Century Co., N. Y 3B 

Just Stories A. Flanagan & Co., Chicago 3A 

Elson Reader — Book III 

Lodrix D. Appleton & Co., N. Y 3B 

Merrill Third Reader C. E. Merrill Co., Chicago 3B 

Merry Animal Tales Little, Brown & Co., Boston 3B 

Mother West Wind's Children Little, Brown & Co., Boston 3A 

Natural Method Third Chas. Scribner's Sons, Chicago. . 3A 

Old Mother West Wind Little, Brown & Co., Boston 3A 

Pets and Companions Ginn & Co., N. Y 3B 

'Peter and Polly in Spring American Book Co., Chicago.... 3B 

Peter and Polly in Winter American Book Co., Chicago 3B 

Pinocchio Ginn & Co., N. Y 3A 

Play a While Little, Brown & Co., Boston 3B 

Progressive Road HI Silver, Burdett & Co., Boston. . . 3A 

Rago and Goni D. Appleton & Co., N. Y 3B 

Robinson Crusoe Public School Pub. Co., Bloom- 

ington. 111 3A 

Searson and Martin Third University Pub. Co., Chicago 3B 

Seven Little Sisters Ginn & Co., N. Y 3A 

Snowman and Other Stories Longmans, Green & Co., Chicago 3B 

Stories to Act II Rand, McNally & Co., Chicago. . 3B 

Tree Dwellers Rand, McNally & Co., Chicago. . 3B 

Weavers and Other Workers Rand, McNally & Co., Chicago.. 3B 

Winston Third Reader J. C. Winston Co., Chicago 3B & 

3A 

B. Reference Books for Childeens' Re.\ding Table. 
Note: Whenever a book on this list is supplied in sets, for supple- 
mentary reading, in any primary grade in your building, the single copy 
must be taken from the reading tables. 



Author, Title. Publisher. 

Aldin, Cecil Merry Party Series (Picture 

Book in One Volume) Doran. 

Aldin, Cecil Merry Party Series in Six 

Volumes Doran. 

Aldin, Cecil a. Forager's Hunt Breakfast. . .Doran. 

Aldin, Cecil b. Rag's Garden Party Doran. 

Aldin, Cecil c. Master Quack Gives a Water 

Picnic Doran. 

Aldin, Cecil d. Tabitha's Tea Party Doran. 

Aldin, Cecil e. Peter's Dinner Party Doran. 

Aldin, Cecil f. Humpty & Dumpty Give a 

Fancy Ball Doran. 

Banta .-Brownie Primer A. Flanagan Co. 

Bannerman Little Black Sambo F. A. Stokes & Co. 

N. Y. 

Blaisdell, E. F... Mother Goose Children Little. Brown & Co. 

Braden A Little Book of Well Known 

Toys . Rand, McNally & Co. 

Brooke, L. L The Golden Goose Book (1vol.) 

or in 4 separate books F. A. Warne & Co. 



READING — BOOK LISTS. 53 

Brooke, L. L a. The Golden Goose and Three 

Bears ..P. A. Warne & Co. 

Brooke, L. Ij....b. Johnny Crow's Garden F. A. Warne & Co. 

Brooke. L. L c Johnny Crow's Party F. A. "Warne & Co. 

Brooke, L. L d. The Three Little Pigs and 

Tom Thumb F. A. Warne & Co. 

Brown The Jingle Primer American Book Co. 

Caldecott, Ran- 
dolph Panjandrum Picture Book F. A. Warne & Co. 

Caldecott, Ran- 
dolph Hey Diddle Picture Book F. A. Warne & Co. 

Crane, Walter . . .The Baby's Own Aesop F. A. Warne & Co. 

Crane, Walter ...a. Beauty and the Beast Lane. 

b. Bluebeard Lane. 

c. Cinderella Lane. 

d. Goody Two Shoes Lane. 

e. Mother Hubbard Lane. 

f. Red Riding Hood Lane. 

g. Song of Sixpence Lane. 

h. This Little Pig Lane. i 

i. Buckle My Shoe Lane. 

Dean Rag Book. .Jungle (good pictures of ani 

mals) Cupples & Leon. 

Dean Rag Book. .A. B. C. Quaint Zoo. Cupples & Leon. 

Dean Rag Book. .Noah's A. B. C Cupples & Leon. 

Davidson & 

Bryce Busy Brownies at Work Newson & Co. 

Dodge Baby Days Century. 

Holbrook Philip at School Houghton, Mifflin & Co. 

Hunt. C. W iThe Little House in the Woods. Houghton, Mifflin & Co. 

Gardener, Eliza- 
beth .jWork That Is Play A. Flanagan Co. 

Garnet, L. A.... The Merry Makers (Picture 

book) Rand. McNally & Co. 

Hall, Jennie ....Bobby and Betty at Home Rand, McNally & Co. 

Lang. Andrew . .Little Red Riding Hood and 

Other Stories Ginn & Co. 

LeFevre, Felicite.The Cock, The Mouse and The 

Little Red Hen Jacobs. 

Potter, Beatrice. Peter Rabbit F. A. Warne & Co. 

Potter, Beatrice. ..Squirrel Nutkin F. A. Warne & Co. 

Robinson In Toyland F. A. Warne & Co. 

Sanford, F. P Pussy Tippy Toes Family E. P. Dutton & Co. 

Smith. Gertrude .Jolly Polly Small, Maynard Co. 

Smith. Gertrude .Little Eskimo Small, Maynard Co. 

Viggin & Smith Pinafoi'e Palace Grosset Dunlap. 

Wood, May H...The Childrens' First Story 

Book American Book Co. 

GRADE II. 

Author. Title. Publisher. 

Adelborg Clean Peter Longmans Green & Co. 

Baldwin The Fairy Reader American Book Co. 

Bass In Mythland D. C. Heath Co. 

Bates Fairy Tale of a Dog and a 

Dame. 

Bates Fairy Tale of a Fox. 

Beckwith In Mythland D. C. Heath Co. 

■ Bigham :\Iother Goose Village Rand, McNally & Co. 

Bowen Old Time Stories. 

Bryce Short Stories. 

Bryce Short Stories for Little Folks. .Newson & Co. 



0-1 couksl; of study foi; primai!\ grades. 

Burgess Goops Stokes. 

Burgess More Goops Stokes. 

Burnett ,.The Good Wolf Century. 

Caldecott Come Lassies Picture Book. . . .F. Warne. 

Cooke Nature Myths and Stories A. P^lanagan. 

Deming Little Indian Folk Stokes Co. 

Deming .jLittle Red People Stokes Co. 

Dodge Rhymes and Jingles Scribner's Sons. 

Dole Crib and Fly D. C. Heath & Co. 

Garnett .^The Muffin Shop Rand, McNally & Co. 

Greenaway Marigold Garden F. A. Warne. 

Greenaway Pied Piper F. A. Warne. 

Grover Sunbonnet Babies in Holland. . .Atkinson, Mentzer 

Grover Co. 

Grover Kittens and Cats Atkinson, Mentzer 

Grover Co. 

Haaren, J. H.... Rhymes and Fables Newson Co. 

Harris Eugene Field Reader Scribner's Sons. 

Heller Jack and the Bean Stalk. 

Heller Snowdrop. 

Hix Jack and the Bean Stalk Longmans, Green & Co 

Howard Banbury Cross Stories C. E. Merrill Co. 

Hunt .;Cat Stories Houghton, Mifflin Co. 

Ivimey .'Three Blind Mice F. A. Warne Co. 

Ivlingensmith . . ..Household Stories A. Flanagan Co. 

Lane Stories for Children American Book Co. 

Lang The Princess on the Glass Hill. Longmans, Green & Co. 

Lang Jack the Giant Killer Longmans, Green & Co. 

Lang Jack and the Bean Stalk Longmans, Green & Co. 

Lear Nonsense Verse F. Warne Co. 

Mott Fishing and Hunting American Book Co. 

Mott Indoors and Out American Book Co. 

Morley Seed Babies McClurgCo. 

O'Shea Six Nursery Classics D. C. Heath Co. 

Poulsson Runaway Donkey Lothrop, Lee & Shepard. 

Poulsson Through the Farm Gates Lothrop, Lee & Shepard. 

Pyle In the Green Forest Little, Brown & Co. 

Pyie Six Little Ducklings Dodd, Mead & Co. 

Saxby .Life of a Wooden Doll Duffield. 

Sindelar Nixy Bunny in Far Away Land.Beckley-Cardy Co. 

Skinner, A. M... Child's Own Book of Verse Macmillan Co. 

Skinner, E. L. 

& A. M Nursery Tales from Many 

Lands Scribner's Sons 

Smith, Elmer B.. Santa Claus and All About Him. Stokes. 

Smith, Elmer B. .The Seashore Book Stokes. 

Smith, Gertrude .Arabella and Araminta Stories.. Small, Maynard Co. 

Smith, Gertrude. Roggie and Reggie Stories Harper. 

Smith, Gertrude .Lovable Tales of Janey and 

Josephine and Joe Harper. 

Smith, L. R Bunny Boy. 

Smith, L. R Bunny Boy and Grizzly Bear. 

Smith, L. R Three Cotton Tails. 

Smith, L. R Tale of Bunny Cotton Tail. 

Turpin Classic Fables Merrill. 

Weatherley Book of Gnomes Dutton. 

Wiley Mewanee Silver, Burdett & Co. 

Heart of Oak I D. C. Heath. 

Heart of Oak II D. C. Heath. 



READING BOOK LISTS. 55 

c;i?ADE III. 
Author. Title. Publisher. 

A.esop Aesop's Fables Ginn & Co. 

(Vnderson Fairy Tales Ginn & Co. 

tJaldwin Fairy Stories and Fables American Book Co. 

Baldwin Fifty Famous Stories Retold. . .American Book Co. 

Baldwin Gulliver's Travels American Book Co. 

Baldwin Old Greek Stories American Book Co. 

Barrie Peter Pan Scribner's Sons. 

Baum, F. L The Wizard of Oz Ginn & Co. 

Bayliss Lolami Public School Pub. Co. 

Brine Little Lad .Jamie Button Co. 

Brown The Lonesomest Doll Houghton, Mifflin & Co. 

Brown Brothers and Sisters Houghton, Mifflin & Co. 

Browning The Pied Piper of Hamlin Rand, McNally & Co. 

Burgess Mother West Wind's Neighbors. Little, Brown & Co. 

Chance Little Folks of Many Lands. .. .Ginn & Co. 

Cherubini Pinocchio in Africa Ginn & Co. 

Craik Adventures of a Brownie D. C. Heath. 

Edgar Treasury of Verse for Little 

Children Crowell. 

Drummond The Monkey that Would Not 

Kill Dodd. 

Dutton In Field and Pasture American Book Co. 

Fox Adventures of Blackberry Bear. 

Francis Book of Cheerful Cats Century Co. 

Holbrook Book of Nature Myths Houghton, Mifflin & Co. 

Hoft Jack and Fire Dog. 

Jackson Letters from a Cat D. Appleton & Co. 

Jacobs Engli.'ih Fairy Tales Putnam. 

Lang, Andrew . .Prince Darling Ginn & Co. 

Lang, Andrew . .Cinderella Ginn & Co. 

Lang, Andrew ..Alladin and His Lamp Ginn & Co. 

Lang, Andrew ..Dick Whittington Ginn & Co. 

Lang, Andrew . .Little Red Riding Hood Ginn & Co. 

Lang, John Robinson Crusoe Dutton. 

Nidd Ab, the Cave Man A. Flanagan Co. 

Perkins Eskimo Twins Houghton, Mifflin & Co. 

Phillips Wee Ann Houghton, Mifflin & Co. 

Pyle Careless Jane Dutton. 

Pyle Three Little Kittens Dodd, Mead & Co. 

Saunders Beautiful Joe Scribner's Sons. 

Scudder Grimm's Household Tales Houghton, Mifflin & Co. 

Scudder Book of Fables & Folk Stories. .Houghton, Mifflin & Co. 

Scudder Arabian Nights Houghton, Mifflin & Co. 

Serl In Animal World Silver, Burdett & Co. 

Slndelar Father Thrift and His Animal 

Friends Beckley-Cardy Co. 

Skinner Happy Tales for Story Time. .. .American Book Co. 

Stevenson Child's Garden of Verse Scribner's Sons. 

Swett Littlest One of The Browns. 

Tileston Sugar and Spice Little, Brown & Co. 

White When Molly was Six Houghton, Mifflin & Co. 

Williston Japanese Fairy Tales Rand, McNally & Co. 

Wilson Myths of Red Children Ginn & Co. 

Wiltse Grimm's Fairy Tales Ginn & Co. 

Wyss Swiss Family Robinson Ginn & Co. 

Lansing, M. F... Quaint Old Stories to Read and 

Act Ginn & Co. 



56 COURSE OF STUDY FOR PRIMARY GRADES. 

VI. IiVCEXTIVES AM) DEVICES. 

A. Incentives: 

1. "Who is smart enough to name all the words?" 

2. "I couldn't say the words any better than that myself." 

3. "Try it again and see if you know them now." 

4. "Good." 
5.. "Fine." 

6. "Let's clap for him." 

7. "Fine. I thought you were smart enough to do that." 

8. "I'll put Jane's name on the board and put a star for her because 

she did so well today." 

9. "I am going to make a picture or graph showing how much better 

you have read today than in the last review lesson." 

10. "You read much better today, James." 

11. "Richard, your reading wasn't as smooth as some of the others, 

but you expressed the thought." 

12. "Fine, James, you may read that story to Miss 's room." 

13. "Edward will go home at 11:35 today. He doesn't need any extra 

help when he works hard in class." 

14. Time tests for speed. 

15. Good readers read to Patron's Club. 

16. Read selections from library books to the class. 

17. Reading for morning exercises. 

B. Devices: 

1. For locating words in reading material. IB and lA: 

a. Children open books to a certain page. Count lines in con- 
cert until teacher says stop. Count words across line in 
concert until teacher says stop. All are looking at the 
same word. One child is called upon to say it. Make this 
snappy. 

2. For reviewing story and seeing the idea in script: 

a. Children give sentences, which tell the main thread of the 
story. Teacher writes these on the board and children read 
quickly. 

VII. Cautions axd Suggestions. 

1. Avoid inattention and nerve strain by using variety of material and 

variety in presenting same. 

2. Avoid repeating pupils' answers. 

3. Give most attention to the pupils just below average: that is do not 

exploit the best pupils. 

4. Keep the lower third of the pupils occupied. See that all work all 

the time and that each recites. 

5. Have a program; stick to it. 

6. Economize pupils' time by avoiding unnecessary remarks. 

7. Give profitable seat work. 

8. Keep attendance as near perfect as possible. 

9. Create an audience situation for a child in oral reading. It is in- 

spiring. 

10. Commend the children's best efforts; do this thoughtfully. 

11. Keep after high standards in everything. 

12. Avoid pointing to sentences, word by word in reading. 

13. Aim to prevent lip movement in reading. 

14. Do not print (hand print) any work on the board. 

15. Watch the ventilation and lighting in the room. 

16. Work for clear enunciation, especially on the ends of words. 

17. Eliminate vocalization in the second grade. 

18. Watch the habits leading to proper handling and care of books. 

19. Find substitutes for the raising of hands. 

20. Insist upon a healthful, easy body posture. 



HEADING — REFEltKXCK BOOKS. 57 

21. Supply unknown words immediately. 

22. Periods should be full of vivacity and enthusiasm. 

23. Correct grammatical errors immediately. 

24. Don't depreciate the children. 

25. Watch the light on the child's book. 

26. Avoid the use of "all right." 

27. Give each child his full share of class time. 

28. Have word drills separated from the reading lessons. 

29. Work for articulation, enunciation and comprehensive expression. 

Enunciation is mainly a matter of habit. 

30. Call upon slower pupils for the easier parts. 

31. The group, which is kept for extra work, must also read at their 

regular periods. 

32. Avoid concert work. 

33. Do not use the same device too long. 

34. Be sure children pronounce words correctly. Pronunciation must be 

up to date. 

35. Avoid slow work. 

36. See that each child gets an equal share of time and attention. 

37. Don't discourage children who read ahead. Give them an odd book, 

in which to study, then let them read a story from this odd book to 
the class after the class work is finished. 

38. Give many short reading parts to slow children and a few long ones 

to the quicker children. 

39. Use liners. 

40. Emphasize phrase drill more than single word drill. 

41. Avoid needless repetition, as "Say it again." 

VIII. Refeke.xce Books for Teacheks. 

Title. Publishers. 

Baltimore Course of Study Warwick & York, Inc. 

Course of Study Nashville. Tenn. 

Course of Study in English Detroit, Mich. 

Course of Study in Reading Wichita, Kansas. 

Reading in the Primary Grades — Jenkins. .. Houghton, Mifflin Co. 
Reading in the Public Schools — Briggs and 

Coffman Row, Peterson Co. 

Silent Reading — O'Brien Macmillan Co. 

The Psychology and Pedagogy of Reading — ■ 

Huey The Macmillan Co. 

Free and Treadwell Manual Row, Peterson Co. 

The Normal Child and Primary Education. .Gesell. 

How to Teach Beginning Reading — Parker. .University of Chicago Press 

How to Teach Silent Reading to Beginners — 

Emma Watkins Lippincott. 

Winston Reader Manuals Winston Publishing Co. 

Games. Sense Training and Seat Work — 

Martha Holton Flanagan Co. 

Eighteenth Year Book— Part II Public School Pub. Co. 

Twentieth Year Book— Part II Public School Pub. Co. 

A iNIethod of Teaching Primary Reading — 

Lida Brown McMurry. 
Hints to Teachers — -Lida Brown McMurry — ■ 

Vol. IX, Nov., 1911 DeKalb, 111., Normal School. 

Minnesota State Course oi Study. 

Reading, Its Nature and Development — 

Judd University of Chicago Press. 

Teaching Children to Read — Klapper. 
Reading a Manual for Teachers — Laing. 
Studies in Elementary School Reading 

Through Standardized Tests — Gray. 



58 COURSE OF STUDY FOE PRIMARY GRADES, 



LITERATURE. 
A. Poem Stuoy. 
These poems were chosen by the primary teachers of the Springfield 
Public Schools. Each teacher chose her ten favorite poems to use with 
children of her grade. The poem appears in this list in the grade in which 
it was listed the greatest number of times. The poems were divided into 
two groups, one to be learned the other to be read and re-read so tcJ 
familiarize the children with it. The author and reference book when we 
have been able to locate them, are listed with each poem in the grade in 
which it is to be taught. All poems taught should be kept reviewed 
throughout the primary grades, and be made use of in assembly programs, 
Patron's Club Programs. Mothers' Day Programs or any room entertain- 
ments. 

IB Grade. 

Minimum number of poems to be learned, 3. 
Minimum number of poems to be read, 6. 

Review Mother Goose Rhymes learned in .Junior Primary; and teach 
others if desired. 

I'0EM,S FKOM WHICH THOSE THAT Ai;E LEAli.NED WILL BE SELECTED. 

Title. Author. Reference. 

Bed in Summer Stevenson Child's Garden of Verse. 

Happy Thoughts Stevenson Child's Garden of Verse. 

If All Were Rain and Never Sun.Rossetti Sing Song. 

Little Raindrops Selected .,Nature in Verse. 

JMrs. Pussy E. Poulsson Nature in Verse. 

My Shadow Stevenson Child's Garden of Verse. 

Rain Stevenson Child's Garden of Verse. 

Santa Clans Poulsson .(Fingerplays by Pouls- 
son.) 

Swing Stevenson Child's Garden of Verse. 

System Stevenson Child's Garden of Verse. 

Thank You Pretty Cow Jane Taylor Posy Ring. 

Time to Rise Stevenson .^Child's Garden of Verse. 

Twinkle, Twinkle. Little Star. . .M o t h e r Truth's 

Melodies Nature in Verse. 

Whole Duty of Children Stevenson Child's Garden of Verse. 

Why Do Bells for Christmas 

Ring Field Poems by Field. 

Who Has Seen the Wind Rossetti Sing Song. 

Wind, The Stevenson Child's Garden of Verse. 

Worlds Music. The Setoun (The Children's Treas- 
ury.) 

POEJIS I'ltO.M WHICH THE TEACHER WILL MAKE SELECTIONS TO READ TO 

CHILDREN. 

Title. Author. Reference. 
A Visit from St. Nicholas (Se- 
lections from) Moore Posy Ring. 

All Things Bright and Beautiful. Alexander Posy Ring. 

Autumn Cooper Nature and Verse. 



LTTERATUHE FIKST GRADK. 59 

Title. Author. Reference. 

Bab.v McDonald 'I'he Children's Treas- 
ury. 

Christmas Baby I'aiiotoii (One Hundred Choice 

Selections.) 

Christmas Eve— Little Dear My 

Soul Field Poems by Field. 

Flag, Our Selected Nature in Verse. 

How the Little Kite Learned to 
Fly Unknown The Children's Treas- 
ury. 

If I Knew the Box Where the 

Smiles Were Kept Anon Year of Beautiful 

Thoughts for Boys 
and Girls. 

Little Plant, The Anon Graded Memory Selec- 
tions. 

Little Things Brewer Thousand Poems for 

Children. 

Pussy Willow Selected Nature in Verse. 

Sandman M. Vandergroft . . Posy Ring. 

Sing Me a Song Rossetti Sing Song. 

Snowbird Sherman Little Folks Lyrics. 

Sugar Plum Tree Field Poems by Field. 

Summer Days Rossetti Posy Ring. 

Suppose Alice Caiey Nature in Verse. 

This is East Anon Tommy's First Speaker 

World Music, The Setoun The Children's Treas- 
ury. 

lA Grade. 

Minimum number of poems to be learned, 4. 
Minimum number of poems to be read, 8. 
Review poems learned and read in IB. 

POEjis Fi:o:\[ WHICH those that ahe leauxed wh.l be selected. 

Title. Author. Reference. 

A Good Piay Stevenson Child's Garden of Verse. 

Auturui Leaves Cooper Nature in Verse. 

Cow Stevenson Child's Garden of Verse. 

Christmas Song Ward Posy Ring. 

Daisies Sherman Young and Field. IL 

Lincoln's Birthday Ida V. Woodbury .Pieces for Every Occa- 
sion. 

Little Artist Nature in Verse. 

Little Plant Kate L. Brown.. .Elson Book 1. 

-Maiden and Bluebird Holton Searson & Martin, Sec- 
ond Grade. 

Robin's Secret K a t h e r i n e L. 

Bates Searson & Martin, Sec- 
ond Grade. 

Thanl<sgiving Day Lydia M. Child... Posy Ring. 

Visit from St. Nicholas (Parts) .Moore Posy Ring. 

What Does Little Birdie Say?. .Tennyson Posy Ring. 



60 COURSE OF STUDY FOR PRIMARY GRADES, 

POEMS FROJI WHICH THE TEACHER WILL MAKE SELECTIOXS TO HEAD TO THE 

CHILDREN. 

Title. Author. Reference. 

Baby Land Cooper Home Book of Verse for 

Young Folks. 

Baby Seed Song Nesbit Posy Ring. 

Bunch of Golden Keys Normal Course in Read- 
ing 2. 

Busy Bee Watts Nature in Verse. 

Clouds Christina R o s- 

setti Winston First Reader. 

Dandelion Emma Payne 

Erskine Winston First Reader. 

Don't Kill the Birds Colesworthy Nature in Verse. 

Pive Nature in Verse. 

In January Miller 

Jack in the Pulpit Smith Nature in Verse. 

Kris Kringle Aldrich Home Book of Verse. 

Kris Kringle Travels Susie M. Best 

Ladv Apple Blossom Holton 

Life Lesson Riley Riley Child Rhymes. 

Night Before Christmas Moore Posy Ring. 

Our Mother Cooper Pinafore Palace. 

Over in the Meadow Wadsworth Heart of Oak Book, II. 

Santa Claus Unknown Posy Ring. 

Sleep. Baby Sleep Young and Field. 

Song of the Little Winds Laura E. Rich- 
ards Wide-Awake Second. 

Ten Small Soldiers 

Violet Jane Taylor Posy Ring. 

Wee Willie Winkie Miller Home Bock of Verse. 

We Thank Thee Margaret Sangs- 

ter Nature in Verse. 

What the Winds Briflg Stedman Posy Ring. 

Who Likes the Rain? , Bates Nature in Verse. 

Winter Night Mary F. Butts. . . Posy Ring. 

2B Grade. 

Minimum number of poems to be learned, 5. 
Minimum number of poems to be read, 10. 
Review poems learned and read in First Grade. 

POE.MS FROJI WHICH THOSE LEARXEI) WILL I!E SELECTED. 

Title. Author. Reference. 

At the Seaside Stevenson Child's Garden of Verse. 

Bells of Christmas Sherman Posy Ring. 

Birthday Gift Rossetti Posy Ring. 

Boats Sail on the Rivers Rossetti Young & Field.' 

Clouds Sherman Young & Field. 

Father in Heaven 

We Thank Thee Emerson 

How Can a Child Be Merry? 

Jippy & Jimmy Richards Young & Field. 

Lamplighter Stevenson Child's Garden of Verse. 

Land of Counterpane Stevenson Child's Garden of Verse. 

Land of Nod Stevenson Child',^ Garden of Verse. 

Leaves at Play Little Folks Lyrics. 

Milking Time Rossetti Posy Ring. 

Night Before Christmas (Parts 
of ) Moore Posy Ring. 



LITERATURE — SECOND GRADE. 61 

Title. Author. Reference. 

October's Party Cooper Nature in Verse. 

Robin Redbreast Allingham Posy Ring. 

Snowflakes Mary M. Dodge . . Posy Ring. 

Song of the Coinpopper Richards Young & Field. 

POKM.S FKO.M WHICH THE TKAt'IlEK WU.L JIAKE SELECTIONS TO BE KEAD TO TUB 

CHILDREX. 

Title. Author. Reference. 

Child's Prayer W. H. Smith Young & Field. 

Come Here Little Robin Lovejoy Nature in Verse. 

Cradle Hymn Luther Posy Ring. 

Drum, The Field Love Songs of Children. 

Fairyland Stevenson 

Flag • Burnett 

Honey Bee Alice Carey 

If I Knew Wyman 

I Live For Those 

Japanese Lullaby Field Nature in Verse. 

Little Elf Man Bangs Posy Ring. 

Lost Doll Kingsley Posy Ring. 

Months Coolidge Baldwin & Bender. 

Peach Tree Rossetti 

Pussy Willows Banfield Wide Awake. 

Rain Beacon Introductory 11. 

September Lovejoy 

Seven Times One Ingelow Posy Ring. 

Singing Stevenson Child's Garden of Verse. 

Spring Thaxter Posy Ring. 

They Didn't Think Carey Nature in Verse. 

2A Grade. 

Minimum number of poems to be learned, 5. 

Minimum number of poems to be read, 10. 

Review poems learned and read in First Grade and in 2B. 

POEJrS FROM WHICH THOSE LEARNED WILL BE SELECTED. 

Title. Author. Reference. 

An April Day R. Smith Arbor D.iy Manual. 

April McDermott Arbor Day Manual. 

Autumn Fires Stevenson Child's Garden of Verse. 

Dandelion, The Mrs. Erskine . . . .Winston First Reader. 

How the Leaves Came Down. . . .Coolidge Posy Ring. 

Kitten & Faileii Leaves Wardsworth Posy Ring. 

Lady Moon Houghton Posy Ring. 

May McDonald 

My Bed is a Boat Stevenson Child's Garden of Verse. 

Night Before Christmas (Selec- 
tions from) Moore Posy Ring. 

Picture Books in Winter Stevenson Child's Garden of Verse. 

Rain Song Loreman Sunshine — McMurry. 

Spider & Fiy Mary Howitt . . . .Nature in Verse. 

Sunbeams Poulsson Nature In Verse. 

Swallow Rossetti Young & Field — IV 

Reader. 

Voice of the Grass. The Boyle Posy Ring. 

Where Go the Boats Stevenson Child's Garden of Verse. 

Winter Song Miller 

AVinter Time Stevenson 



63 COUKSE OF STUDY FOi? I'RIMARY GRADES. 

POEMS FROai WHICH THE TEACIIEI5 WILL JIAKE SELECTIOXS TO ItEAD TO 

CHILDREN. 

Title. Author. Reference. 

Arrow and the Song Longfellow Complete Poems. 

Cradle Song Tennyson Listening Child. 

Dandelion Garabraut Nature in Verse. 

Flowers in Rain Mary F. Butts. .. Sunshine — McMurry. 

Green Things Growing Craik Songs of Nature. 

Have You Planted a Tree? H. Abbey Werner's Reading and 

Recitations. 

How Do Robins Build Their 
Nests ? Cooper 

Mr. Nobody Book of Verse for 

Children. 

Nonsense Alphabet Lear Choice Pieces for Little 

People. 

Rock-a-bye Lady Field Poems by Field. 

Snowbound Whittier Poetical Works — Whit- 
tier. 

Sweet and Low Tennyson Posy Ring. 

Tiny Little Snowflakes Lucy Larson ....Winston Second. 

Today Carlyle Goldan Numbers. 

Which Loved Best Allison New Barnes Second. 

AVizard Frost Sherman Little Folks Lyrics. 

Work Mary Prescott. . . .Nature in Verse. 

3B Grade. 

Minimum number of poems to be learned, 5. 

Minimum number of poems to be read, 10. 

Review poems learned and read in First and Second Grades. 

POEMS FROM WHICH THOSE LE.XRXED WII4L BE SELECTED. 

Title. Author. Reference. 

Bird's Nest Lydia Child . . . .Posy Ring. 

Boys' Song Hogg Winston Third. 

Farewell to the Farm Stevenson Child's Garden of Verse. 

Foreign Lands Stevenson Child's Garden of Verse. 

Frost Gould Nature and Verse. 

Golden Rod H. H. Jackson. . .Nature and Verse. 

Little Boy Blue Field Poems by Field. 

Land of Story Books- ■ Stevenson Child's Garden of Verse. 

Man In The Moon Riley 

Moon Stevenson .Child's Garden of Verse. 

New Moon FoUen Nature and Verse. 

Raggedy Man Riley Riley Child Rhyme. 

Seed Brown Nature and Verse. 

Talking in Their Sleep Elson Book Four. 

Who Stole the Bird's Nest Lydia Child Posy Ring. 

Windy Nights Stevenson Child's Garden of Verse. 

Visit from St. Nicholas Moore Posy Ring. 

POEMS FROM WHICH THE TEACHER WILL i\IAKE SELECTIONS TO READ TO THU 

CHILDREN. 

Title. Author. Reference. 

Barefoot Boy Whittier Child Life Poetry. 

Corn Whittier Nature and Verse. 

Children's Hour Longfellow Longfellow's Poems. 

First Snowfall Lowell 



litki;atui!E — third grade. 63 

Title. Author. Reference. 

Have You Heard the Wind Go 

Yog Yog? Field Poonis by Field. 

LiLtle Orphant Annie Riley Riley Child Rhynie. 

Night Before Christmas Moore Posy Ring. 

November Gary Nature and Verse. 

0\\ 1 and Pussy Cat Lear Posy Ring. 

Smiles and Tears 

Sir Robin Larcom Nature and Verse. 

Thanksgiving Emerson 

Wonderful World . . . • • W. V. Rands Posy Ring. 

Wynken, Blynken. Nod Field Posy Ring. 

Year's at the Spring (Pippa' 

Passes) Browning One Thousand Poems 

for Children. 

oA GUADE. 

Minimum number of poems to be learned, 5. 

Minimum number of poems to be read, 10. 

Review poems learned and read in First, Second, and Third B Grade. 

rOE.MS FliO.M WIIUII T110.se l.E.VItNEI) \HE TO BE SELECTED. 

Title. Author. Reference. 

Christmas Everywhere Phillips Brooks 

The Fairies Wm. Allingham . .Winston Third. 

Good Night and Good Morning. .Lord Houghton. .Posy Ring. 

Night Before Christmas Moore Posy Ring. 

Niglit Wind Eugene Field . . . .Field's Poems. 

October Helen H. Jackson .Nature in Verse. 

Our Hired Girl James Riley Riley Child Rhyme. 

Seein' Things Eugene Field . . . .Field's Poems. 

September Helen H. Jackson. Nature in Verse. 

Sun's Travels Root. Stevenson.. Child's Garden of Verse. 

The Village Blacksmith Longfellow Longfellow's Poems. 

Wishing Allingham Posy Ring. 

POEM.S FROM WIIU 11 THE TEACHER WILL .MAKE SELECTIONS TO HEAD TO 

CHILDREN. 

Title. Author. Reference. 

Bluebird . Mrs. E. H. Miller . Posy Ring. 

Brown Thrush Lucy Larsom. . . .Children's Treasury. 

Christmas Wish Phillips Brooks 

Clouds Frank Sherman. . Posy Ring. 

Duel, The Field Field's Poems. 

From a Railway Carriage Stevenson Child's Garden of Verse. 

Just Fore Christmas E. Field Field's Poems. 

Lullaby Land Field 

Marching Song Stevenson Child's Garden of Verse. 

Nearly Ready Mary Dodge Posy Ring. 

One. Two, Three Henry Banner.. . . Posy Ring. 

Owl Tennyson Posy Ring. 

Real Santa Claus Elson Book IV. 

Robert of Lincoln W. Bryant Posy Ring. 

Ride to Bumpville Field Field's Poems. 

Sandman . . Mary Vandergrcf t Posy Ring. 

Sandpiper James Riley 

Shuffle Shoon and Amber Locks. Field Field's Poems. 

Song of Our Flag Elson Book IV. 



64 COURSE OF STUDY FOR PRIMARY GRADES. 

Title. Author. Reference. 

World Wm. Rands Thousand Poems for 

Children. 

Wonderful Weaver Geo. Cooper 

Your Flag and My Flag Nesbit Nature in Verse. 

REFERENCE BOOKS. 

Title. Author. 

Nature in Verse Lovejoy (edited). 

Child's Garden of Verse Stevenson. 

Posy Ring Wiggin and Smith. 

Little Rhymes for Little Readers Seegmiller. 

Graded Poetry Alexander and Blake. 

Sing Song Rossetti 

Pinafore Palace Wiggin and Smith. 

Poems for Children Celia Thaxter. 

Ballads for Little Folks Alice Carey. 

Childhood Songs Lucy Jjarcom. 

Songs of Treetop and Meadow McMurry. 

Child Life Whittier (edited). 

Rhymes and Jingles Mary Mapes Dodge. 



SELECTIONS FROM POEMS BY: 



Longfellow. 

Emerson. 

Whittier. ■ 

Field. 

Stevenson. 

Tennyson. 

Riley. 



B. Story Work. 



The following lists of stories have been handed in by the primary 
teachers as the ones they prefer to use: 

1. To tell to children. 

2. To read to children. 

3. For children to learn to tell. 

4. For children to dramatize. 

5. For children to read to each other. 

6. As the basis of original written stories. 

Each story has been placed in the grade and class in which it was 
listed the greatest number of times. 

Any ten stories may be selected from the following lists for the 
teacher to tell in each class of each grade. 

The stories in the IB basal reader are not listed, but it is understood 
that they are also to be told to the children before they read them. 

1. Stories to Tell to Children. • 

IB Grade. 

Name. Reference Book. Author. Publishing Co. 

A Lamb Story Vera McVed 

Bobby Squirrel's 

Tail C. S. Bailey 

Boy Who Cried, 

"Wolf" Stories to Tell to 

Children Bryant Houghton-Mifflin. 

Butterflies, The 



Lri'Ei!ATri!i': — fii;st (ii;ade. 65 

Name. Reference Book. Author. Publishing Co. 

Blackie's Picnic ...Just Stories Klingensmith..A. Flanagan Co. 

Babouscka 

Crooked Man's Bird 

Story Mother Goose 

Village .Madge Big- 
ham Ma( raillan Co. 

Chicken Little Teacher's Story 

Tellers Book O'Grady & 

Throop Rand-McNally. 

Cinderella Fairy Tales Anderson . . . .Dutton. 

Christmas Story, 

The Halibut 

Cap That Mother 

Made, The For the Story 

Teller Bailey Milton-Bradley. 

Doll in the Grass, 

The Fairy Ring K. D. Wiggiu..Grossett & 

Dunlap. 

Epaminondas Stories to Tell 

to Children S. C. Bryant. .Houghton-MifHin. 

Endless Tale Baldwin American Book 

Co. 
Four Friends, The.. Prog. Road, Book 

Two 

Fox & the Bumble- 
bee, The For the Children's 

Hour Bailey & 

Lewis Milton-Bradley. 

Five Chinese Boys, 

The Kindergarten and 

First Grade 

Magazine Corinne 

Brown 

(Retold by) 

Grandfather's 

Penny For the Children's 

Hour Bailey & 

Lewis Milton-Bradley. 

Grandmother's 

Curtains For the Children's 

Hour Bailey & 

Lewis Milton-Bradley. 

How the Elephant 

Got His Trunk... Just So Stories Kipling Houghton-Mifflin. 

Hero of Haarlem. . .How to Tell Stories. Bryant Houghton-Mifflin. 

Johhny Cake English Fairy 

Tales Jacobs Scribner's Sons. 

Little Jack Roll- 
around Bryant Houghton-Mifflin. 

Little Half Chick... Free & Tread well 

Primer Row, Peterson. 

Little Ugly Boy. . . .Beacon Second 

Little Red Riding 

Hood Classic Stories McMurry 

Little Pine Tree Bryant Houghton-Mifflin. 

Little In-A-Minute 

Little Girls Who 

Wanted the Stars. Firelight Stories ...Bailey Milton-Bradlev 

Little Girl Who 
Wished for Christ- 
mas Every Day 



G6 COUKSE OF STUDY FOR Pni:MArvY GRADES. 

Name. Reference Book. Author. Publishing Co. 

Mouse Pie Folk Tale 

Moon in the Mill 

Pond, The 

Mother HoUe 

Nancy Etticote Mother Goose Vil- 
lage Madge Big- 
ham Macmillan. 

Old Woman Who 
Lived in a Vinegar 

Dottle English Fairy Tales. Jacobs Scribner's Sons. 

Origin of the Wood- 
pecker, The Nature Myths Cooke 

Pig Brother How to Tfell Stories. Bryant Houghton-MiflBin. 

Pted Headed Wood- 
pecker Nature Myths Cooke 

Red Hen and Fox Bryant Houghton-Mifflin. 

Stone Cutter For the Children 

Hour Bailey Milton-Bradley. 

Seed Babies Blanket. For the Children 

Hour Bailey Milton-Bradley. 

Story of Christ 

Child Luke's Version 

Seven Kids The Chadwick Educational Pub. 

Co. 

Tar Baby, The Tar Baby & Other 

Rhymes Harris Appleton Co. 

Three Little Pigs. . .How to Tell Stories. Bryant Houghton-Mifflin. 

Three Bears Stories to Tell to 

Children Bryant • Houghton-Mifflin. 

Tortoise & the Hare, 

The Aesop's Fables 

Teasing Monkey • • 

Taie of the IJttle 

Mouse For the Children 

Hour Bailey Milton-Bradley. 

Tomato Story For the Children's 

Hour Bailey Milton-Bradley. 

Three Cakes, The. . .For the Story Teller. Bailey Milton-Bradley. 

Wolf & Three Little 

Cats. The Prog. Road 1 

Why Robin's Breast 

is Red 

Why the Bean Wears 
a Stripe Down It's 

Back For the Children's 

Hour Bailey Milton-Bradley. 

Who Ate the Dolly's 

Dinner? For the Children's 

Hour Bailey Milton-Bradley. 

lA Grade. 

Name. Reference Book. Author. Pliblishing Co. 

Another Little Red 

Hen Stories to Tell Bryant 

Ant & the Grass- 
hopper, The Browne Reader HI 

Anxious Leaf. The 

Big Red Apples, The Bailey & 

Lewis Jlilton-Bradley. 



LlTi:i;.V'I'UUE— FIliST GRADE. 67 

Name. Reference Book. Author. Publishing Co. 

Crane Express, The. Holmes Reader III 

Christmas Story, 

The Bible 

Clytie Nature Myths F. J. Cooke. . . A. Flanagan Co. 

Camel & Jackal Literary Readers II. Young & Field. Ginn & Co. 

Mouse & The Little 

Red Hen, The Stories to Tell Bryant Houghton-Mifflin. 

Country Mouse & the 

City Mouse, The 

Discontented Pine 

Tree, The Household Stories.. .Klingensmith .A. Flanagan Co. 

Epaminondas Stories to Tell Bryant Houghton-Mifflin. 

Frog, the Cat & the 

Red Hen, The For the Children's 

Hour Bailey & 

Lewis Milton-Bradley. 

PViiiy Boots Baldwin II American Book 

Co. 
Golden Rod and 

Aster Nature Myths F. J. Cooke... A. Flanagan Co. 

Hobyahs, The Firelight Stories. . . .Bailey Milton-Bradley. 

How the Rabbit 

Fooled the Whale 

and the Elephant Bryant 

How the Robin Got 

Its Red Breast Cooke Bradley & Co. 

H o w T o m m y 

Learned a Lesson . Baldwin II 

Little Pink Rose.. . .Stories to Tell to 

Children Bryant Houghton-Mifflin. 

Lion & the Mouse, 

The Stories to Tell to 

Children Bryant Houghton-Mifflin. 

Little Rabbit Who 

Wanted Red Wings, 

The For the Story 

Teller Bailev 

Little Fir Tree. The Anderson 

Little Pine Tree Baker & Carpenter 

II 

Little Porridge Pot. Fairy Stories Grimm Macmillan. 

Lark & Her Young 

Ones, The 

Morning Glory Seed, 

The 

Mrs. Santa Claus...For the Children's 

Hour Bailey 

Mother Nature's 

Carpet George 

Old Woman & Her 

IMg Classic Stories McMurry 

Old Man Rabbit's 

Thanksgiving Din- 
ner For the Story 

Teller Bailey Bradley & Co. 

Pony Engine Some Great Stories. Wyches 

Prince's Happiness. Kindergarten & First 

Grade Bailey 

Poplar Tree, The .. .Nature Myths F. .J. Cooke... A. Flanagan Co. 



68 COURSE OF STUDY FOR PRIMARY GRADES. 

Name. Reference Book. Author. Publishing Co. 

Queer Quarrel, A... Baldwin II American Book 

Co. 

Sleeping Apple, The.Child's World Poulsson Milton-Bradley. 

Sun & the Wind, 

The Stories to Tell to 

Children Bryant Houghton-Mifflin. 

Seven At One Blow. Tales of Laughter. .Wiggin & 

Smith 

Street Musicians ...Classic Stories McMurry 



Three Bears Child's Book of 

Stories Coussens Duffield. 

Tom, the Chimney 
Sweep A Course in Citizen- 
ship & Patriotism. Cabot, 

Andrews '. 

Town Mouse & The 

Country Mouse Stories to Tell 

Children Bryant Houghton-Mifflin. 

AVcnderful Pot, The. Firelight Stories. .. .Bailey Milton-Bradley. 

Wee Bannock, The . . Baldwin III 

Whale & The Ele- 
phant, The 

Wee Robin's Christ- 
mas Song Scottish Fairy 

Tales Douglas Scribner's Sons. 

2B Grade. 

Name. Reference Book. Author. Publishing Co. 

Burning of the Rice 

Fields How to Tell Stories. Bryant Houghton-Mifflin. 

Christmas in a Barn. Child's World 

Cat & The Parrot. 

The Old World Japan . . . Frank Finders 

Cinderella Baldwin Fairy 

Tales American Book 

• Co. 
Ui(k vvhittington.. .Fifty Famous 

Stories Baldwin American Book 

Co. 
Dog VvMth the Green 

Tail, The Bertha Knight 

Epaminondas Stories to Tell to 

Children Bryant Houghton-Mifflin. 

Elephant's Child. .. .Just So Stories Kipling Doubleday Page 

Co. 

Fire Bringer, The.. .The Basket Woman. Mary Austin 

Faithful John, The 

King's Servant Fairy Ring K. D. Wiggin.. Grosset & Dunlap. 

Fox As Herdsman, 

The Rhymes & Stories.. .Lansing Ginn & Co. 

Golden Cobwebs, 

The How to Tell Stories. Bryant Houghton-Mifflin. 

Hansel & Gretel.. . . .Fairy Stories Grimm Macmillan. 

How Patty Gave 

Thanks Child World 

Hans & the Four 

Big Giants In Storyland 



LITEUATUliE — S!':COND GRADE. 69 

Name. Rei'erence Book. Author. Publishing Co. 

How the Jelly Fish 

Lost His Bones.. Third Book of 

Stories Fanny Coe . . . Houghton-Mifflin. 

Iron Stove, The . . . .Fairy Tales Grimm 

Jack & The Bean- 
stalk Book of Fables Scudder Houghton-Mifflin. 

Jack-A-Lo 

Johnny & the Golden 

Goose .Third Book of 

Stories Fanny Coe . . . Houghton-Mifflin. 

Jackal & the 

Camel Firelight Stories ..Bailey Milton-Bradley, 

Little Black Sambo Bannerman . . Stokes. 

Little Lame Squir- 
rel's Thanks- 
giving Stories & Rhymes 

for Children Bailey 

Littl3 Daylight At the Back of the 

North Wind Geo. Mac- 
Donald 

Little Match GirL . .Fairy Tales Anderson 

Lad Who V/ent to 

the North Wind . . East O' the Sun & 

West O' the Moon . Thorne-Thom- 

son 

Mr. Ground Hog. . P. t. Weston 

One Eye, Two 

Eyes, and Three 

Eyes Grimm 

Pied Piper of 

Hamlin How to Tell Stories. Bryant Houghton-Mifflin. 

Prince Holland 

Peter & the Magic 

Goose Fairy Stories & 

Fables American Book 

Rumpel-Stilts- Co. 

Kin iTales of Laughter. .Wiggin & 

Rabbit & the Christ- Smith 

mas Tree, The 

Snow White & Rose 

Red Fairy Tales Grimm 



Star Dollars, The Bryant Houghton-Mifflin. 

Story of Wylie, The.Rab & His Friends. Dr. John 

Straw, the Coal, Brown 

the Bean, The. .. .Classic Stories ...McMurry 

Star & the Lily, 

The Myths Every Child . 

Should Know Mabie 

Twelve Months Bailey 

Tree in the City Golden Windows ...Richards 

Two in a Sack 

Why the Evergreen 

Trees are Green. .Stories to Tell Bryant Houghton-Mifflin. 

Why the Bear Has 

a Short Tail Holbrook . . .Hoxighton-Mifflin. 

2A Gr>.\nE. 

Name. Reference Book. Author. Publishing Co. 

Adventures of a 
Brownie Craik Harper. 



"i'O COURSE OF STUDY FOR PRIMARY GRADES. 

Name. Reference Book. Author. Publishing Co. 

Araohne Nature Myths & 

Stories A. Flanagan Co. 

A Boy's Visit to 

Santa Glaus 

Crow & the Pitcher, 

The Aesop Fables Ginu & Go. 

Epaminondas Stories to Tell 

Children Bft-yant Houghton-Mifflin. 

Fairy Shoes, The ..Old Stories For 

Young Readers Macmillan. 

Foolish Chauffeur ..Stories to Tell the 

Littlest Ones Bi-yant Houghton-Mifflin. 

Greedy Cat, The 

Golden River, The. .How to Tell Stories. Bryant Houghton-Mifflin. 

Hobyahs, The Firelight Stories ...Bailey Milton-Bradley. 

Hare & the Tor- 
toise, The Aesop Fables. Ginn & Co. 

Indian Stories Pilgrim Stories ....Pumphrey . . .Rand-McNally. 

Knights of the 

Silver Shield Third Book of 

Stories Fanny Coe ..Houghton-Mifflin. 

Little Red Riding 

Hood Rhymes & Stories . .Lansing Ginn & Co. 

Little Fir Tree Stories to Tell to 

Children Bryant Houghton-Mifflin. 

Little Betty Baker. .Stories to Tell to 

the Littlest Ones. . Bryant Houghton-Mifflin. 

Lazy Jack Rhymes & Stories. .Lansing .... Ginn & Co. 

Pig Brother How to Tell Stories. Bryant Houghton-Mifflin. 

Pony Engine & Pa- 
cific Express, The. E. A. Alder- 
man American Book 

Co. 

Peter Rabbit Studies in Reading. Searson & 

Martin 

Philips Valentine ..Child World 

Rat Princess, The. .How to Tell Stories. Bryant Houghton-Mifflin. 

Sleeping Beauty ...For the Children's 

Hour Bailey & 

Lewis Milton Bradley. 

Story of Lincoln 

Tar Baby, The Tar Baby & Other 

Rhymes Harris Appleton Co. 

Two Little Cooks 

Ugly Duckling Fairy Tales Anderson Button. 

Why the Sea is 

Salt How to Tell Stories. Bryant Houghton-Mifflin. 

Wonderful Trav- 
eler, The Best Short Stories A. Flanagan Co. 

Why the Bear 

Sleeps All Winter.Firelight Stories ...Bailey Milton Bradley. 

Why the Wood- 
pecker's Head is 

Red Nature Myths Cooke Flanagan. 

William Tell Fifty Famous 

Stories Baldwin American Book 

Co. 
Why the Bear is 

Stumpy Tailed ..East O' the Sun & 

West O' the Moon Row. Peterson. 



LlTEUATUriE — TJUKD GKADE. 



?1 



SB GUAUE. 

Reference Book. Author. Publishing Co. 



American Book 
Co. 



Name. 
Androclus & the 

Lion Fifty Famous 

Stories Baldwin 

Boy & the Wolf, 

The Aesop Fables 

Bell of Atri, The... Fifty Famous 

Stories Baldwin American Book 

Co. 
Bear That Had a 

Bank Account ...St. Nicholas, 

Dec, 1887 

Birds of Killings- 
worth Longfellow 

Cinderella Fables & Folk 

Stories Scudder Houghton-Mifflin. 

Cornelia's Jewels ..Fifty Famous 

Stories Baldwin American Book 

Co. 
Finding of the 

New World Tales From Far & 

Near Row, Peterson. 

First Thanksgiv- 
ing Day Story Hour K. D. Wig- 
gin* Houghton-Mifflin. 

Four Little Cotton 

Tails Smith Owen Pub. Co. 

Golden Cobwebs, 

The How to Tell Stories . Bryant Houghton-Mifflin. 

Grace Darling Fifty Famous 

Stories Baldwin American Book 

Co. 

Golden Goose. The Tappan 

Gold in the Or- 
chard, The 

How Cedric Become 

a Knight Bailey & 

Lewis Milton Bradley. 

Hiawatha Hiawatha Primer ..F. Holbrook ..Houghton-Mifflin. 

How Moses Was 

Saved 

Hunt for the Beau- 
tiful. The Why the Chimes 

Rang Alden Bobbs-Merrill. 

Hero of Haarlem. 

The Course in Citizen- 
ship Houghton-Mifflin. 

How the Rabbit 

Caught the Sun 

Joan of Arc Tales From Far & 

Near Row, Peterson, 

King Midas Stories Children 

Need Bailev Bradley. 

Lazy Spinner, The Bailey 

Little Soldier of 

the Cross Tales From Far & 

Near Row, Peterson. 

Little George 

Washington Story Hour K. D. Wig- 
gin Houghton-Mifflin. 



72 COUESE 01' STUDY FOIl PRIMAKY GRADES. 

Name. Reference Book. Author. Publishing Co. 

Legend of the 

Northland Phoebe Gary 

Pandora Just Stories Klingensmith.. A. Flanagan Co. 

Rumpel-Stilts- 

Kin For the Children's 

Hour Bailey 

Robin Hood Fifty Famous 

1^ Stories Baldwin American Book 

Co. 

Story Printing Tales From Far & 

Near Row, Peterson. 

Story of Christmas 

The Story Hour K. D. V/ig- 

gin Houghton-Mifflin. 

Story of Lincoln. . .Cat Tails & Other 

Tales Howlister Flanagan Co. 

Story of George 

Washington Fifty Famous 

Stories Baldwin American Book 

Co. 
Shepherd Lad Who 
Became King, 

The Old Stories of the 

East ■ 

Thanksgiving Story.Pilgrim Stories Pumphrey . . . Rand-McNally. 

Why the Oak Leaves 

Have Notches . . .That's Why Stories . Bryce 

Why Evergreens 
Keep Their 
Leaves Nature Myths Holbrook 



3A Grade. 

Name. Reference Book. Author. Publishing Co. 
Alice in Wonder- 
land 

Blackie and Ring- 
tail Stories Merry Animal 

Tales M. A. Big- 
ham Little, Brown & 

Co. 
Baucis & 

Philemon Nature Myths Flanagan Co. 

Boastful Cater- 
pillar Bailey 

Daniel in the Lion's 

Den Bible 

First Christmas, 
The The Story Hour W. J. Morri- 
son 

Foxes White-Tipped 

Tail. The Primarv Education, 

Nov., 1921 

Golden Apples 

How Fire Came to 

Earth Classic Myths Judd Rand-McNally. 

Hone Desire's 

Thanksgiving . . ..When First We Go 

To School 

Jack & the Bean- 
stalk Old World Wonder 

Stories D. C. Heath & Co. 



LITEIiATUUE FIKS-l' CiliADK. 73 

Name. Reference Book. Ai\thor. Publishing Co. 

Johnnie Chuck 
Finds the Best 
Thing in the 

World Old Mother West 

Wind 

Jack, the Giant 

Killer Old World Wonder 

Stories D. C. Heath & Co. 

Lilac Bush. The 

Making of the 

Hammer Norse Stories Mabie Dodd, Mead & Co. 

Most Beautiful 
Thing in the 

World Mother West Winds 

Neighbors Burgess 

Magic Apples In the Days of 

Giants 

Mr. & Mrs. Vine- 

S^^' Firelight Stories . . .Bailey Milton Bradley. 

Mirror of Matsu- 

yama. The story Telling Edna Lyman .A. C. McClurg. 

Nutcracker & 

Sugardolly Firelight Stories . . Bailev .Milton Bradley. 

Old Iron Pot, The.. Story Tellers 

^, , ^, . Magazine Cox 

Old Chinese Woman 

^ ^'le Pig Primarv Education. 

Oct., 1921 

Princess on the 

Glass Hill, The... Popular Tales of 

^. , the Norse Dasent Button Co. 

Piccola Fifty Famous 

Stories Baldwin American Book 

Queer Company, 

„'^j^^^, Firelight Stories ..Bailey Milton Bradlev. 

Red Thread of 

Courage, The ... .How to Tell Stories. Bryant 

Stone Lion, The ...Story Telling in 

School & Kome...E. N. & G. E. 

TTrn.i o _ Partridge .. Sturgis & Walton. 

Wild Swans East 0' the Sun & 

West 0' the 

Moon 

Why the Bear 

Sleeps All Winter.Myths of Many 

^ Lands 

Why the Cat Spits 

at the Dog story Tellers 

Magazine Baker & Taylor 

Co. 

2. Stoiuk.s to Read to Children. 

Any ten stories may be selected from the following lists to read to 
children in each class of each grade: 

IB Gkade. 

Name. Reference. Publisher. 

Ant and the Grasshopper, 
The Aesop's Fables Porter & Coates. 



74 COURSE OF STUDY FOR PRIMARY GRADES. 

Reference. Name. Publisher. 

Adventures of a Brownie Page Co 

Briar Rose Houseliold Stories Macmillan Co. 

Boots and His Brothers Popular Tales From the 

Norse Putnam Co. 

Bunny Stories 

Black Sambo Stokes. 

Bow Wow and Mew Mew. '.'.'.'.'.'.'.'. ^Educational Pub. 

Co. 

Caterpillar and the Butter fly..Storyland Putnam Co 

Dog With the Green Tail, 

The B. Knight 

Dust Under the Rug Maud Lindsay 

Dog in the Manger, The Work That is Play A.. Flanagan. 

Doings of the Little Bears. .Both Volland Books 

Elves and the Shoemaker. . .Heart of Oak Ginn & Co. 

Easter Chicken, The Child Life Rand-McNally. 

Fisherman & His Wife, The. .Elson Reader 111 

Golden Cobwebs, The How to Tell Stories to 

Children 

Golden Windows, The Pig Brother 

Goody Two Shoes For the Children's Hour. .Bradley. 

Going to School in Animal 

Land Flanagan. 

Hansel & Gretel Household Tales Macmillan. 

How Brother Rabbit Fooled 

the Whale & the Elephant .Stories to Tell 

Honest Woodman, The Child World 

How the Robin's Breast 

Became Red ....'. Nature Myths & Stories. .Flanagan. 

Johnny Bear Lives of the Hunted Scribner's Sons. 

Jack-a-lo 

Jack and the Bean Stalk Fable & Folk Stories Houghton-Mifflin. 

Little Freddie With His 

Fiddle Norwegian Folk Tales. . .Row, Peterson & 

Co. 
Loraine and the Little 

People Norwegian Folk Tales . . .Row, Peterson & 

• Co. 

Little Lame Squirrel, The. . .stories for a Child Milton Bradley. 

Little Jackal and the Ali- 
gator, The Stories to Tell to Chil- 
dren Houghton-Mifflin. 

Little Pink Rose, The Stories to Tell to Chil- 
dren Houghton-Mifflin. 

Little Black Mingo Altemus Co. 

Merry Animal Tales Little, Brown & 

Co. 

New Red Dress, The Kindergarten Review 

One Eye, Two Eyes Macmillan. 

Pony Engine, The Christmas Every Day. . . .Howell. 

Peter Rabbit H. Altemus. 

Princess on Glass Hill East 0' Sun & West O' 

Moon Thorne-Thomson. 

Queen Bee, The A Course in Citizenship. .Houghton-Mifflin. 

Raggylug How to Tell Stories to 

Children Houghton-Mifflin. 

Straw Ox Teacher's Story Teller's 

Book Rand-McNally. 

Shoemaker & Elves For the Children's Hour. Milton, Bradley. 

The Stars & The Lily Myths Every Child Should 

Know 

The Squirrel's Family H. C. Anderson Stories 



LITEKAIUUE — FIRST GRADE. to 

Name, Refei'ence. Publisher. 

Tom Thumb Fairy Stories & Fables. . .American Book 

Co. 

Twelve Wild Ducks Grimm's Fairy Tales Rantl-McNally. 

Town Mouse & Country 

Mouse Stories to Tell to Chil- 
dren 

Tale of Bunny Cottontail 

Ugly Duckling For the Children's Hour . .Milton, Bradley. 

Visit From St. Nicholas, A. Thos. Crowell Co. 

Wind & The Sun, The A Dramatic Reader A. Flanagan. 

Winged Horse, The Children's Hour 

lA Gli.\DE. 

Name. Reference. Publisher. 

Anderson's Fairy Tales Ginn & Co. 

Ab, The Cave Man 

Adventures of a Little Field 

Mouse Stories to Tell Houghton-Mifflin. 

Apple-seed John For the Children's Hour. .Milton, Bradley. 

A Boy's Visit to Santa 

Claus Some Great Stories and 

How to Tell Them Newson. 

Benjy in Beastland Just So Stories A. Flanagan. 

Blackie's Picnic A. Flanagan. 

Bunny Rabbit's Diary Little, Brown Co. 

Billy Beg & His Bull Stories To Tell Houghton-Mifflin. 

Big Red Apple, The For the Children's Hour. .Milton, Bradley. 

Cat That Walked by Him- 
self, The Just So Stories A Flanagan. 

Cap That Mother Made, The. .For the Story Teller _' 

Dutch Twins. The Houghton-Miffl.in. 

Elephant's Child, The Just So Stories Flanagan. 

Eskimo Stories Rand-McNally. 

Fairy Ring Grosset & Dunlap. 

Forgetmenot, The That's Why Stories 

Four Friends, The Grimm's Fairy Tales Macmillan. 

Flax. The For the Children's Hour. -Milton, Bradley. 

Gretchen and the Wooden 

Shoe More Mother Stories 

Golden Touch Children's Library Doubleday Page 

Co. 
How the Elephant Got His 

Trunk Just So Stories Flanagan, 

How the Home Was Built... For tne Children's Hour. .Milton, Bradley. 

Herr Oster Hase For the Children's Hour. .Milton, Bradley. 

House in the Wood, The.... For the Children's Hour. .Milton, Bradley. 
Hans and the Wonderful 

Flower For the Children's Hour. .Milton. Bradley. 

Halloween Story, A Tell it Again Stories Ginn Co. 

King Midas Kindergarten Stories 

Little Mouse Pie Story Telling Course •. 

Little Black Quasha 

Little Lame Prince and the ' ^ ' 

Lion For the Story Teller Milton, Bradley. 

Little Jackals Stories to Tell to Chil- " '"' 

dren 

Little White Rabbit For the Story Teller Milton, Bradley. 

Latbna and the Frog Household Stories 

Little Lad of Long Ago Children's Hour 

Little Jack Rollaround 



76 COURSE OF STUDY FOR PRIMARY GRADES. 

Name. Reference. Publisher. 

Myths of Old Greece Educational Pub. 

Co. 

Mr. Easter Rabbit For the Children's Hour. .Milton, Bradley. 

Nutcracker & Sugardolly. . . .Firelight Stories 

Old Mother West Wind Burgess 

One, Two, Three A Treasure of Verse Thos. Crowell & 

Co. 

Oriole's Journey For the Children's Hour. .Bradley. 

Old Mr. Groundhog Story Telling Course 

Pied Piper of Hamlin Town.. How to Tell Stories to 

Children Houghton-Mifflin. 

Peter & Polly A. Flanagan. 

Polly & Dolly Little, Brown. 

Peter, Paul & Espen For the Children's Hour. .Milton, Bradley. 

Rumpel-stilts-kin Fairy Tales Macmillan. 

Sleeping Princess For the Children's Hour. .Milton, Bradley 

Scrapefoot English Fairy Tales Putnam. 

Stories of Lincoln 

Stories of Washington 

Stories of Eskimos 

The Tree-Dwellers 

Twilight Town Little. Brown. 

Tom Tip Toe Fairy Tales and Fables 

Two Brass Kettles Child Life III 

The Three Cakes For the Story Teller Milton, Bradley. 

Thrifty Squirrels Child Life 

Tale of Jasper Jay Grosset & Dunlap. 

Tongue-cut Sparrow For the Children's Hour. .Milton, Bradley. 

Who Ate the Dolly's Dinner. For the Children's Hour. .Milton, Bradley. 

Wise Old Horse. The Child World Milton, Bradley. 

Why The Chimes Rang Children's Christmas 

Stories Doubleday Page. 

Wizard of Oz Riley & Lee. 

What The Cow Gives Us. .. .Kindergarten Stories . . . .Wiltse — Author. 
Why The Sea is Salt Stories to Tell 

2B Grade. 

Name. Reference. Publisher. 

Adventures of a Brownie Doubleday Page & 

Co. 

Androclus and The Lion. .. .Aesop's Fables Porter & Coates. 

Ab and The Oak 

Arachne, The Skillful Wea- 
ver Household Stories Macmillan. 

Bell of Atri Fifty Famous Stories Baldwin. 

Bruce and The Spider Ginn & Co. 

Beauty and the Beast Macmillan. 

Black Sambo Black Sambo Stokes. 

Bear Story James W. Riley Grosset & Dunlap. 

Bobby and His Goat, Billy 

Brakman, Tiger & Jackal. . . .Stories to Tell Houghton-Mifflin. 

Brass Kettle Pilgrim Stories Rand-McNally. 

Christmas Story From the 

Bible 

Cat That Walked by Himself, 

The Just So Stories A. Flanagan. 

Discontented Squirrel A Course in Citizenship. .Houghton-Mifflin. 

Danny Meadow Mouse Mother West Wind's 

Children Little, Brown & 

Co. 



LITER ATURE — SECOND GRADE. 77 

Name, Reference. Publisher. 

Four Little Blossoms Mable C. Hawley Geo. Sully & Co. 

Foolish Weather Cock Child Classics Bobbs-Merrill. 

Four Musicians of Bremen. . .Young Folk's Treasury. . .Row, Peterson. 

Hiawatha Houghton-Mifflin. 

How the Camel Got His 

Hump Kipling Reader D. Appleton. 

Hiawatha's Childhood A Course in Citizenship. . Houghton-Mifflin. 

Johny Chuck's Great Tiger. .Mother West Wind's 

Children Little, Brown. 

King Midas In Mythland D. C. Heath. 

Little March Girl, The Hans Anderson Fairy 

Tales Ginn & Co. 

Legend of the Northland, A. .Household Stories A. Flanagan. 

Mother Frost Best Short Stories A.Flanagan. 

Mr. & Mrs. Vinegar Milton, Bradley. 

Puss in Boots Old Fashioned Fairy 

Tales 

Peter Rabbit's Ears Mother West Wind's 

Children Little, Brown. 

Raggedy Ann R. F. Volland Co. 

Raggedy Andy R. F. Volland Co. 

Robert of Sicily Best Stories to Tell 

Children 

Selections From Brer Rabbit 

Stories From a Mouse Little, Brown. 

Stories of Great Americans American Book 

Co. 

Sleeping Beauty David McCay. 

Sleeping Princess Grimm's Fairy Tales 

Story of Speckle Child Worlid Milton. Bradley. 

Story of Marionette, The Kipling Reader D. Appleton. 

Street Musicians Best Short Stories A.Flanagan. 

Striped Chipmunk's Pocket. .Mother West Wind's 

Children Little, Brown. 

Tum, Turn the Jolly Ele- 
phant Berse, Hopkin. 

Thumblina Anderson Fairy Tales 

Ugly Duckling Ugly Duckling & Other 

Stories Sales, Dutton Co. 

Why the Sea is Salt How to Tell Stories Houghton-Mifflin. 

William Tell Book of Legends 

Why Reddy Fox Has No 
Friends Mother West Wind's 

Children Little, Brown. 

2A Grade. 

Name. Reference. Publisher. 

Alladin's Lamp .\rabian Nights Macmillan. 

Adventures of Pinnochio Ginn & Co. 

Biography of a Grizzly Scribner's Sons. 

Bed Time Stories Little, Brown. 

Bird's Christmas Carol Houghton-Mifflin. 

Childhood of Ji Shib, The Atkinson & 

Mentzer. 

Christmas Story, The Teachers Story Teller's 

Book Rand McNally. 

Carrots Crowell. 

Dick Whitington & His Cat. .Fifty Famous Stories American Book 

Co. 



78 COURSE OF STUDY FOIt PKIMAEY GRADES. 

Name. Reference. Publisher. 

Faithful Beasts, The Giimm 

Hiawatha's ( Selections) 

How to Bring up a Lion Kipling Reader D. AppleLon. 

Hans Who Made the Princess 

Laugh Riverside III Houghton-Miflain. 

How Fire Came to Men Nature Myths Holbrook. 

How Cedric Became a Knight. In Storyland Harrison. 

Iron Stove, The 

Japanese Twins 

King's White Elephant A. Course in Citizenship. .Houghton-MiflBin. 

Kind & Clutch Progressive III Silver, Burdette 

Co. 

Little Shepherd, The A. Course in Citizenship. .Houghton-Mifflin. 

Little Pine Tree, The Carpenter & Baker Book 

II Macmillan. 

Little Lord Fauntleroy Scribner's Sons. 

Mougli Jungle Book Century Co. 

Piccola Story Hour 

Prince Cherry Stories to Tell Houghton-Mifflin. 

Saint Jerome & the Lion Book of Stories for Story 

Tellers 

Secret Garden Grosset & Dunlap. 

St. George & the Dragon Elson III Scott, Foresman. 

Twelve ]\Ionths Fairy Ring Grosset & Dunlap. 

Tale of Jasper Jay Grosset & Dunlap. 

Wolf & Seven Kids, The Carpenter & Baker Macmillan. 

Wellington & the Plowboy. . .Course in Citizenship Houghton-Mifflin. 

Wonderful Lamp Arabian Nights 

3B Grade. 

Name. Reference. Publisher. 

Alice in Wonderland Carrol M. A. Donohue. 

Beauty and the Beast Macmillan. 

Bingi Scribner's Sons. 

Black Beauty Hurst & Co. 

Billy Whiskers Series Saafield. 

Burning of Rice Field 

Boy Who Discovered the 

Spring, The Why the Chimes Rang. . . .Bobbs-Merrill. 

Crab that Played with the 

Sea, The Just So Stories Flanagan. 

Curse of Echo, The Twenty Unusual Stories 

David the Singer Scott, Foresman. 

Graciaso and Perciment Fairy Ring Grosset & Dunlap. 

How Thor Found and Lost 

his Hammer Norse Stories Cummings & 

Fosteo. 

Happy Prince, The Century 

How the Whale Got His 

Throat Just So Stories 

History of Tom Thumb Fairy Ring Grosset & Dunlap. 

Jungle Stories Houghton-Mifflin. 

King Arthur Stories 

Kingdom of the Greedy Century. 

Little Daylight How to Tell Stories to 

Children Houghton-Mifflin. 

Little Rabbit Who, Wanted 

Red Wings. The .* Century Co. 



LITEI!ATUi;i' — 'rillKI) (iKADE. 79 

Name. Reference. Publisher. 

Legend of Arbutus, The Child World 

Mother West Wind's Animal 
Friends Little, Brown. 

Mother West Wind's Children 

Nightingale. The How to Tell Stories to 

Children 

Pumpkin Glory, The Christmas Everyday Howell. 

Pili?rim Stories Rand McNally. 

Pea Blossom, The Carpenter & Baker Macmillan. 

Robinson Crusoe Pub. School Pub. 

Co. 

Snow White & Rose Red Normal Instructor 

Stone Lion, The Story Telling in School & 

Home 

Story of Wm. Tell Fifty Famous Stories 

St. Valentine's Day Abingdon Press. 

Story of Siegfried 

The Tinder Box Fairy Tales from Ander- 
son Flanagan. 

Why the Sea is Salt; Tales from Norse Stories 

Wise Men of Gotham, The... Fifty Famous Stories American Book 

Co. 

Wild Swans East O' Sun and West 0* 

Moon 



3A Grade. 

Name. Reference. Publisher. 

Androclus and the Lion Fifty Famous Stories American Book 

Co. 

Arlo Putnam. 

Butterfly, The Hans Anderson Fairy 

Tales Ginn & Co. 

Elephant's Child, The Just So Stories Flanagan. 

Fisher Who Let Out Summer, 

The Browning. 

Gretchen's Christmas Elson Reader II 

Great Walled Country, The.. Why the Chimes Rang. . .Bobbs-Merrill. 
How the Animals Secured 

Fire Century. 

How Thor Lost & Found His 
Hammer Norse Stories Cummings & 

Foster. 

Jungle Stories Houghton-Mifflin. 

King John & the Abbot Fifty Famous Stories American Book 

Co. 
King Alfred & the Cakes Fifty Famous Stories American Book 

Co. 

King of the Golden River How to Tell Stories Houghton-Mifflin. 

Knights of Silver Shield Why the Chimes Rang. . . .Bobbs-Merrill. 

Little Thumblina Old World Stories D. C. Heath Co. 

Lad Who Went to the North 

Wind ,. .Popular Tales of Norse. . .Button Co. 

Little Hero of Harlem How to Tell Stories Houghton-Mifflin. 

Moufflu Story Hour Houghton-Mifflin. 

Maximillian, The Goose Boy American Book 

Co. 

Nightingale, The How to Tell Stories f^oughton-Mifflin. 

Old Pipes & the Dryad Story Telling A. C. McClurg. 

Porcelain Stove, The Story Hour Houghton-Mifflin. 

Pandora In Mythland Heath. 



so COURSE OF STUDY FOTl PRIMARY GRADES. 

Name, Reference. Publisher. 

Storj' of Beauty & the Beast 

Story of Ulysses Putnam. 

Story of Perseus Kingsley's Greek Heroes 

Uncle Remus Stories 

Why the Woodpecker's Head 

Is Red Nature Myths .Flanagan. 

Why the Chimes Rang Why the Chimes Rang Bobbs-Merrill. 

Waukewa's Eagle Indian Stories Bobbs-Merrill. 

Washington & His Hatchet American Book 

Co. 

3. Stories fob Childkex to Learn to Tell. 

These stories are the ones the children seem to be most anxious to 
learn to tell. Before the class learns a story the teacher should tell it 
many times or the children should read it. Not more than five of these 
stories for each grade and class need be mastered for telling each semester, 
but the five selected for such mastery should also be on the list for the 
teacher to tell or the children to read. 

IB Grade. 

Name. Reference. Publisher. 

Boy and tne Goat, The 

Chicken Little 

Crow and the Pitcher, The . .Aesop Ginn & Co. 

Epaminondos Stories to Tell — Bryant. . .Houghton-Mifflin. 

Pox and the Grapes, The Aesop Ginn & Co. 

Fox and the Red Hen, The. .S. C. Bryant 

r Bryant Houghton-Mifflin. 

Gingerbread Boy The ... .< Children's Hour— Bailey.Milton, Bradley. 

' I Free and Treadvsrell 

*- Primer Row, Peterson. 

Greedy Dog, The 

Hare and the Tortoise Aesop Ginn & Co. 

House That Jack Built Mother Goose 

How the Crow Lost His 

Voice 

Lame Squirrel, The Bailey Stokes & Co. 

Legend of the Woodpecker, 

The Children's Hour 

Little Red Hen, The 

Little Red Riding Hood Beacon I 

Little Tuppens 

Bryant 

Bailey Milton, Bradley. 

Sun & Wind 

Fairy Tales E. C. S. 

Three Bears, The ^ K.— Mabie 

Children's Hour — 

Bailey Milton, Bradley. 

Three Billy Goats Gruff Dasent Putnam Co. 

White Dove, The Elson Runkel Primer 



Old Woman & the Pig. 



lA Grade. 

Name. Reference. Publisher. 

Ant and the Dove, The Aesop 

Beauty and the Beast Lansing Fairy Tales Ginn & Co. 

Cock and the Hen, The Flanagan Co. 



LITERATURE — SECOND GRADE. 81 

Name. Reference. Publisher. 

Dog and the Cock, The 

Dog in the Manger, The Aesop 

Finding the Stars 

Five Peas in a Pod Child World 

Fox and His Bag, The 

Goldenrod & Aster Nature Myths — Cook ....Flanagan Co. 

Greedy Cat, The 

Lambikin, The Stories to Tell — Bryant. .Houghton-ftlifflin. 

Lazy Grasshopper, The 

Lion and the Mouse, The. . . .Aesop , 

Little Jackal, The Stories to Tell — Bryant. .Houghton-Mifflin. 

Little Pine Tree, The Baker & Carpenter II. . . .Macmillan. 

Morning Glory Seed, The . . . .Poulsson Milton, Bradley. 

Old Man & the Bag of Gold, 
The 

Peter Rabbit Potter Warner. 

Seven Little Goats • 

Sleeping Apple, The Poulsson Milton, Bradley. 

Spot's Kittens Poulsson Milton, Bradley. 

Teeny Tiny Woman Firelight Stories — Bailey 

Three Little Pigs, The Free & Treadwell I 

Woodpecker Who Was Sel- 
fish Bailey Milton, Bradley. 

Wolf and the Seven Kids, Baker & Carpenter Macmillan. 

The 

Wolf! Wolf! Aesop 



2B Gl-.ADE. 

Name. Reference. Publisher. 

Ant and the Grasshopper .... Aesop 

Careful Hans Beacon I Ginn & Co. 

/-Beacon II 

Cat and the Mouse, The J Firelight Stories — 

1 Bailey Milton, Bradley. 

Country Mouse, The Prog. Road to Reading 

Crane Express, The Poulsson — The Child 

World Milton, Bradley. 

Elves and the Shoemaker, fFrer& TreadwelL i: i! Irow,' ' Peterson.' ' 

^® [Elson III Scott Foresman. 

Fox and the Crovi^, The Aesop — Free & Treadwell. Row, Peterson. 

Hans in Luck Free & Treadwell Row, Peterson. 

Honest Woodcutter, The { J^^fJ^ ^^']'' ^ [[y/- .MVlton,' Bradley.- 

Little Gray Pony, The Lindsay Milton, Bradley. 

Little Half Chick Stories to Tell— Bryant. .Houghton-Mifflin. 

Jackal and the Lion, The . . .Prog. II 

One Eye, Two Eyes, and 
Three Eyes Grimm 

^Poulsson— The Child 
Piccola J World Milton, Bradley. 

LBryant Houghton-Mifflin. 

Punchinello Story Hour II 

Sleeping Beauty Carpenter & Baker Macmillan. 

Water Lily, The Young and Field 

Why the Robin's Breast is 

Red 

Wolves, Dogs & Sheep Fairy Stories American Book 

Co. 
W^olf and Little Cats, The . . . Prog. Road to Reading I 



83 counsE OF study for 1'kimai;y grades. 

2A GitAUE. 

Name, Reference. Publisner. 

Boy and Birds, The Aesop 

^Fables & Folk Stories 

Cinderella J — Scudder Houghton-Mifflin. 

I Fairy Stories American Book 

Co. 
^. ^ , , ^. ^ _,, [Free & Treadwell. . . . . .Row, Peterson. 

Discontented Fir Tree, The. . | ^.j^jj^^ Lore— Bryce Scribner's Sons. 

^ 1 If oi 1 r,., j Aesop Ginn & Co. 

Dog and His Shadow, The... | young and Field Rd...Giiin & Co. 
Frog and the Ox, The How to Tell Stories- 
Bryant Houghton-Mifflin. 

Grannie's Blackie Jataka Tales — Babbitt 

How Patty Gave Thanks Poulsson Milton, Bradley. 

f Baldwin American Book 

Jack and the Beanstalk J Co. 

(^Bryant- Stories to Tell 

King's White Elepehant, 

The Jataka Tales — Babbitt 

Lesson of Faith, The Poulsson Milton, Bradley. 

Little Black Sambo Altemus. 

Ox Who Won a Forfeit, The. Jataka Tales— Babbitt 

Prince Cherry Stories to Tell— Bryant. . .Houghton-Mifflin. 

Queen Bee Grimm 

Star Dollars Grimm Ginn & Co. 

Tom Tit Tot Young and Field II Ginn & Co. 

Tom Thumb Scudder Houghton-Mifflin. 

Why the Bear is Stumpy 

Tailed Nature Myth — Holbrook . .Houghton-Mifflin. 

Whv the Robin's Breast is 

Red Pratt 

Wind and the Sun, The Free & Treadwell II Row, Peterson. 

3B GuAUE. 

Name. Reference. Publisher. 

Boy and the Wolf, The Stories to Tell — Bryant 

Four Musicians of Bremen 

Fox and the Stork, The Free & Treadwell II Row, Peterson. 

Golden Cobwebs, The How to Tell Stories- 
Bryant 

Golden Locks 

Hansel & Gretel 2d Year Language Reader. Macmillan. 

Hans and the Four Giants. .Elson III Scott Foresman. 

Jack the Giant Killer 

Leak in the Dike, The Child Life Maj?millan. 

Long Leather Bag, The Just Stories 

Lost Nail, The Grimm Merrill Co. 

Measure of Rice, The Jataka Tales 

Monkey and the Jelly-Fish. . Snowman Longmans-Green. 

Phaeton Baldwin 

Pied Piper How to Tell Stories Houghton-Mifflin. 

Pocahontas Child Life Blaisdell. 

Puss in Boots 

Sailor Man, The Richards Little, Brown. 

Stone in the Road. The 

Stripes on the Chipmunk's 

Back Indian Myth Merrill. 



LlTEI!ATri;K — TIllKU GJIADK. SO 

Name. Reference. Publisher. 

, French Fairy Tales 

Tar Baby \ Harris, Uncle Remus 

i^ Stories 

Valiant Blackbird. The Baker & Carpenter II Macmillan. 

Why Cats Wash After 

Eating Aesop 

Why the Fox Has a White 

Tip On His Tale 3tl Method Reader 

Why the Rabbit's Tail is 

Short Harris 

William Tell Baker & Carpenter Macmillan. 

3A Gkade. 

Name. Reference. Publisher. 

Bag of Winds, The Greek Stories Merrill Co. 

Bear Who Played Soldier, 

The Searson Martin II Uni. Pub. 

Boy Who Discovered the 

Spring Alden Bobbs-Merrill. 

Brownie and the Cook 

Fairy Shoemaker, The Elson Reader Scott Foresman. 

Golden Touch, The Bryant 

Great Feast, The Richards Little, Brown. 

Great Walled Country, The. .Aldeu Bobbs-Merrill. 

How the Bramble Bush 

Became King 

How Doughnuts Came to be 

Made Elson III • 

How the Ducks Got Their 

Fine Feathers Natural Method Reader 

III Scribner's Sons. 

How the Robin's Breast 

Became Red Story Telling— Lyman ...A. C. McClurg. 

Johnnie Chucic Finds the 

Best Thing Old Mother West Wind. . .Burgess. 

King John and the Merchant. Prog. Ill 

King John and the Abbott. .Fifty Famous Stories , 

Little Steam Engine, The. . .Riverside Reader II Houghton-Mifflin. 

Prosephone Jeschke Lang. II 

Rumpel-Stilts-Kin Grimm ; 

Snow AVhite and Rose Red 

Stone Cutter Japanese Fairy Tale Merrill. 

Tale of a Drake Snowman 

Tale of Peter Rabbit F. A. Warne & Co. 

Toads and Diamonds The Snowman Longmans-Green. 

Tongue-Cut Sparrow Japanese Fairy Tales I 

Woodpecker, The Lyman A. C. McClurg. 

4. Stoiues Foi; tiik Chu.due.x to Di:a.aiatize. 

All normal children possess the instinct to express through bodily 
movements the ideas that have found a permanent place in their minds. 
The instinct, to do, or to act is a common part of a child's mental content. 

Lead the children to dramatize again and again at least three of the 
stories the teacher has told during this semester. The stories should be 
strong in action and possible of representation. It is suggested that they 
be taken from this list as each of these has been found satisfactory by one 
or more of our teachers. This is in addition to dramatization done with 
the reading stories. 



84 COUESE OF STUDY FOlt PRIMARY GRADES. 

IB Grade. 

Three stories for dramatization is the requirement. This does not 
include the stories used for reading or stories read from the reader in 
dramatic form. 

Name. Reference. Publisher. 

Boy and the Goat Free & Treadwell Primer. Row, Peterson & 

Co. 

Gingerbread Boy For the Story Hour Milton, Bradley 

Co. 

Three Bears Stories to Tell Children. .Houghton-Mifflin 

Co. 
Three Cats Progressive Road to Read- 
ing Silver, Burdett. 

White Dove Elson Runkel Primer Scoot, Foresman 

Co. 

Old Woman & Her Pig How to Tell Stories to 

Children Houghton-Mifflin. 

Robin's Christmas Song Teacher's Story Telling 

Book Rand McNally. 

Little Tame Squirrel For the Story Teller Milton, Bradley, 

Fox and the Sheep Progressive Road to Read- 
ing Silver, Burdett & 

Co. 
Little Red Hen Stories to Tell Children. . .Houghton-Mifflin. 

lA Grade. 

Three stories for dramatization is the requirement. Keep the old 
stories reviewed as long as the children are interested. 

Name. Reference. Publisher. 

Elves and the Shoemaker. .. .Stories to Tell Children. . .Houghton-Mifflin. 
Town Musicians Teacher's Story Teller's 

Book Rand McNally Co. 

Straw Ox Free and Treadwell Row, Peterson Co. 

Three Little Pigs Teacher's Story Teller's 

Book Rand McNally Co. 

Wolf and the Three Cats Prog. Road to Reading Silver, Burdett. 

Clever Jackal Story Hour Book I Thorne & Thome. 

The Shoe Y^onng & Field II Ginn & Co. 

Little Gray Pony Mother Stories (by Maud 

Lindsay) 

The Woodpecker Who Was 

Selfish For the Story Teller Milton Bradley. 

2B Grade. 

Three stories for dramatization is the requirement. Keep the old 
stories reviewed as long as the children are interested. 

Name. Reference. Publisher. 

City Mouse & the Country 

Mouse Tales of Laughter (Popu- 
lar Edition) Grosset & Dunlap. 

Hansel & Gretel Free & Treadwell II Row, Peterson Co. 

One Eye, Two Eyes, Three 

Eyes Free & Treadwell II. ... . .Row, Peterson Co. 

Tar Baby Uncle Remus (His Songs 

& Sayings) Grosset & Dunlap. 

Easter Rabbit Stories to Act Rand McNally. 



Ll'I'EIiATURE — SECOND GRADE. 85 

Name. Reference. Publisher. 

Shepherd Boy Who Cried 

Wolf Work That is Play A. Flanagan. 

Travelers and the Bear Winston II Winston Co. 

William Tell Baker & Carpenter II Macmillan Co. 

Jack & Different Characters 

from Jack & the Beanstalk. Children's Story Hour Milton, Bradley 

Co. 

2A Gkaue. 

Three stories for dramatization is the requirement. Keep the old 
stories reviewed as long as the children are interested. 

Name. Reference. Publisher. 

Boy and the W^olf Free and Treadwell Row, Peterson Co. 

Mouse's Tail Cyr Dramatic Reader Scribner's Sons. 

Rabbit's Walk Cyr Dramatic Reader Scribner's Sons. 

Hare and the Tortoise Aesop's Fables 

Little Goat Bruse Fairy Stories & Fables 

The Honest Woodman Child World 

3B Grade. 

Three stories for dramatization is the requirement. Keep the old 
stories reviewed as long as the children are interested. 

Name. Reference. Publisher. 

Ram & the Pig Who Went to 

the Woods Winston III Winston Co. 

Tom Tit Tot Dramatic Reader Rand McNally Co. 

Child Rowland Winston III Winston. 

Barmacide Feast Fifty Famous Stories American Book 

Co. 

The Wise Men of Gotham. . .Fifty Famous Stories .'American Book 

Co. 

3A GUADE. 

Three stories for dramatization is the requirement. Keep the old 
stories reviewed as long as the children are interested. 

Name. Reference. Publisher. 

The Tiger and the Brakman 

and the Jackal Stories to Tell Children. . .Houghton-MifP.in 

Co. 

Hare and the Hedgehog Dramatic Reader II 

King John & the Abbot Fiftv Famous Stories American Book 

Co. 

Turkey's Nest Barnes Reader II Laidlaw Bros. 

Pied Piper of Hamlin Twelve Centuries of Eng- 
lish Poetry & Prose. .. .Scott, Foresman 

& Co. 

5. Stories for Ciiildkex to Learn to Read to Each Other. 

IB Gr.vde. 

Out of the following list the children should learn to read at least 
three stories each semester with a true audience situation. 

Name. Reference. Publisher. 

Boy and the Goat, The Free & Treadwell Primer.. Row, Peterson Co. 

Chicken Little Barnes Primer Barnes Pub. Co. 

Gingerbread Boy, The Free & Treadwell Primer.. Row, Peterson Co. 



86 COURSE OF STUDY FOR PRIMARY GRADES. 

Name. Reference. Publisher. 

Little Red Hen, The Free & Tread well Primer.. Rom% Peterson Co. 

Old Woman and Her Pig, The. Barnes Primer Barnes Pub. Co. 

Pancake, The Free & Treadwell Primer 

Three Billy Goats, The Graded Classics 

Wee, Wee, Woman, The Winston Primer J. C. Winston Co. 

Wolf Comes Again, The Barnes Primer • 

lA Grade. 

The children should learn to read at least five stories from the fol- 
lowing list. Keep reviewed the stories they learned to read in IB grade, 
as long as they are interested in them. 

■ Name. Reference. Publisher. 

A Pig Story New American Reader 

Book 

Brown Bear & Grey Rabbit.. New American Reader 

Book . . . ■ 

Bunnv Easy Road to Reading I . .American Book . 

Co. 

Farmer Brown's Pig Barnes I Barnes Pub. Co. 

Fox and His Bag, The Winston I' 

Gingerbread Man, The Barnes I 

Little Topnot Free & Treadwell I Row, Peterson Co. 

Little Half Chick Free & Treadwell Row, Peterson Co. 

Lazy Jack .Banbury Cross Stories. . . .Merrill. 

Little Porridge Pot, The Winston I J. C. Winston. 

Playmate, The Winston I J. C. Winston. 

Red Hen and the Fox Beacon I Ginn & Co. 

Silverlocks & the Three Bears. Beacon I 

Wolf & the Seven Kids, The. .Winston I 

Who Stole the Birds Nest?. . .Barnes I 

2B Gi;ade. 

The children in Grade 2B should master 10 of the following stories 
and keep reviewed those specialized on in Grades IB and lA. 

Name. Reference. Publisher. 

Boy & the Wolf, The Free & Treadwell II 

Billy Bobs Free &■ Treadwell II 

Careful Hans Beacon I 

Camel & .Jackal Prog. Road to Reading II. Silver, Burdett. 

Crow & the Pitcher, The Free & Treadwell 

Camel & the .Jackal, The Young & Field II 

Dumpy Pony, The Riverside II Houghton-Mifflin. 

Dog in the Manger Stepping Stones II 

Fox and the Grapes, The Literary II Ginn & Co. 

Fir Tree, The Free & Treadwell 

General Blackbird Baker & Carpenter. 

Gray Fox Prog. Road to Reading I 

Farmer, The Young & Field 

Hans & the Brownie Prog. Road to Reading II. Silver, Burdett. 

Hans in Luck Free & Treadwell II Row, Peterson. 

Jay & the Peacock, The Free & Treadwell 

Little Rabbit Winston 11 

Little Half Chick Winston II , 

Lady Bird & Little Fly Prog. Road to Reading II 

Lion & the Mouse, The Free & Treadwell 

Little Scar Face Young & Field 

Little Gray Pony Searson & :\Iartin 



LlTKnATUHE — SECOXD GRADE, 87 

Name. Reference. Publisher. 

Man, the Boy & the Donkey. .Free & Treadwell II 

Monkey & the Crocodile, The. Winston 

Neddy & the Donkey Winston 

Princess & the Golden Ball, 

The Winston II 

Red Comb and the Fox Beacon II 

Story of iMr. Fox, The Beacon II 

Why the Dog is an Enemy of 

the Cat Winston II 



2A GiiAiiE. 

The children in the 2A Grade should have a reading mastery of 20 
of these stories in addition to any in previous lists. 

Name. Reference. Publisher. 

Ant and the Dove, The Searson & .Alartin II I'niv. Publishing 

Co. 

Boots and His Brothers Riverside II 

Bear Who Played Soldier, 

The Searson & Martin II 

Boy and the Nuts, The Searson & Martin II 

Bear & the Troll, The Searson & Martin II 

Cinderella : Free & Treadwell II Row, Peterson & 

Co. 

Death of the Cock, The Best Short Stories A. Flanagan. 

Discontented Pine Tree, The. Free & Treadwell II 

Elves Pointed Slippers, The. Barnes II 

Fox and the Stork, The -.Free & Treadwell II 

Foolish Weathercock, The... Child Classics II Bobbs. IMerrill Co. 

Foolish Fly, The Beacon II Ginn & Co. 

Garden, The Winston II -. 

Golden Blackbird, The 

Goats in the Rye Field, The. Graded Classics II 

Fisherman & His Wife, The. .Child Classics I 

Hans, the Shepherd Boy Child Classics I 

How Some of the Animals 

Were Tamed Beacon II Ginn & Co. 

Helpful Engine, The Beacon II 

How the Bear Lost His Tail. Searson & Martin II 

Jackal & the Alligator, The. .Riverside II Houghton-^lifflin 

Co. 
King .lohn & the Abbot of 

Canterbury Baker & Carpenter II 

King of the Birds Beacon 11 

Little Steam Engine, The. . .Barnes II Barnes Pub. Co. 

Lion and the IMosquito, The. .Winston II 

Lilly Etta & Wee Bruin, The. Story Hour Reader II 

Mouse that Didn't Think, The. Barnes II 

Puss in Boots Action, Imitation & Fun 

Series Education Pub. 

Co. 

Red Comb & the Fox Beacon II 

Snowman, The Winston II 

Star Ox, The Searson & Martin Univ. Pub. Co. 

Star Dollars, The Best Short Stories A.Flanagan. 

Silly Matt Searson & Martin III 

Three Pigs, The The Snowman 

LTgly Boy & the Bear Beacon II 

Wind and the Sun, The Free & Treadwell II 

Wolf and the Crane, The Young & Field Lit. 

Reader II 



88 COURSE or study fok primary grades. 

In 3B and 3A the children may choose selections from Library Books 
or from the odd readers on the Room Library Table and perfect 15 or 20 
such for audience reading. 

6. Stories for Written Reproductions with Original liiiTATioNS. 

Story writing is not required but will be found enjoyable in the IB 
and lA Grades. If the lA teacher wishes to experiment she may have the 
children write stories of perhaps three or more sentences — one to intro- 
duce the characters, one or more to state the quarrel, and one to give the 
punishment. If the children do not respond show them a picture of a 
known story and then have them substitute other characters. 

"The Goosey Gander," "The Dreamer," "Pretty Cow," and "The Dog 
and the Kitty Cats" found in "Stories to Tell the Littlest Ones" by Sara 
Cone Bryant published by Houghton-Mifflin Company are suggested as 
stories to be imitated in this grade. 

Two written original stories in imitation of stories heard are required 
in each 2B, 2A, 3B, and 3A Grades. Stories that may be used as basis for 
imitations are as follows: 

2B GRi\.DE. 

Name. Reference. Publisher. 

Ant & the Grasshopper Aesop Stepping Stones 

to Literature. 
Dog & His Image Aesop Stepping Stones 

to Literature. 

Fox & the Crow Free & Treadwell Book 

II Row, Peterson. 

(-Jacob's Educational 

Fox & the Stork < Fables Macmillan Co. 

lAesop's Fables Ginn & Co. 

Fun for the Boys Winston Second Reader , 

Fox and the Crab Story Telling in School 

& Home Sturgis & 

Walton. 

2A Grade. 

Name. Reference. Publisher. 

Turkey's Nest Barnes Reader Book II. . .Laidlaw Bros. 

/•Jacob's Educational 

J Fables of Aesop Macmillan Co. 

Hare & Tortoise "j Baker & Carpenter 

I Second Reader 

Fox and the Grapes Searson Martin Book II... Univ. Pub. Co. 

Fairy Shoemaker Stories to Act Rand-McNally Co. 

["Aesop's Fables 

Dog and His Shadow <| Baker & Carpenter Ginn & Co. 

L Second Reader 

Crow & the Pitcher Jacob's Educational Fa- 
bles of Aesop Macmillan Co. 

Alligator & the Jackal Barnes Reader Book II.. Laidlaw Bros. 

3B GitADE. 

Name. Reference. Publisner. 

Bov & Wolf, The Free & Treadwell Row, Peterson & 

Co. 
Cat, Monkey, and the 

Chestnut Aesop Young Folk's 

Treasury Vol. 1. U. 

Society Inc 



LITERATURE — SECOND GRADE. 89 

Name. Reference. Publisher. 

Cowardly Bat, The Aesop Merrill Co. 

Camel and the Jackal, The . . Searson & Martin Book 

III Jniv. Pub. Co. 

Dog in the Manger Aesop Merrill Co. 

Fox and the Lion Aesop's Fables Ginn & Co. 

Fox in the Well Fables & Folk Stories. .. .Scudder. 

/■How to Tell Stories to 
Pig Brother J Children Ho^ugliton-Mifflin 

[ Sara Cone Bryant 

Wolf and the Grapes Second Language Reader 

Baker & Carpenter 



3A GliADE. 

Name. Reference. Publisher. 

Fifty Famous Stories. . .American Book 

Co. 



Androclus & the Lion -, , ^-u^ -n^^ 4.- i 

Jacob s Educational 

Fables of Aesop Macmillan Co. 

Millie's Gingerbread Ruth Jones Teachers 

Practice Book Century Pub. Co. 

Lion and the Mouse Aesop's Fables Ginn & Co. 

Dog and the Horse Elson Third Reader , 

Apron String Searson & Martin Book 

in Univ. Pub. Co. 



90 COURSE OF STUDY FOR PRIMARY GRADES. 



HISTORY, GEOGRAPHY, NATURE STUDY AND HEALTH LESSONS. 

We have grouped these experience (direct and vicarious) getting 
subjects togetlier, feeling that they overlap too much to be separated in 
the primary grades. The material listed for use in these subjects nas 
been handed in by the various teachers and listed in the grade to which 
it was assigned by the majority. 

Let's organize our work in these subjects so to give the children 

a. A great amount of conversational practice; 

b. As much first hand experience through field trips as possible; 

c. Some correlated reading; 

d. Much accurate knowledge supplied in the main by the teacher; 

e. Opportunity for needed correlative, illustrative, and construc- 

tive practice. 
Reserve at least one psriod daily for some one of these subjects. Dif- 
ferent months may be spent on different subjects. Try to develop each 
topic selected into a large unit of work continuing day after day for 
several weeks. Try to keep the right balance among the above a, b. c, d, 
and e, yet feel justified in letting all points come in the assigned class 
period. 

A. People Study. 

Knowing how interested children are in people who are different 
from themselves, and realizing how such material lends itself to free 
conversation, dramatization, and construction work, the following course 
of study in Primary History is recommended. 

Different peoples have been selected for study so as to show how the 
human race has met the different climatic conditions, or different geo- 
graphic controls. A people of the cold is studied and later contrasted with 
one from the tropics. 

At the same time these people selected for study show how food, 
clothing and shelter have been provided through the different ages by 
people living as hunters and shepherds. 

Throughout the entire study, the attention of the class is centered 
upon the daily life of the people, and the children are' led to appreciate 
their inventions, arts, successes, and ideals, rather than to consider the 
points of difference between them and ourselves, which would lead the 
children to consider the foreigner as "queer," "funny," or "peculiar." 
This is done in the endeavor to teach the unprejudiced mind the unity of 
humanity and the brotherhood of man. 

iii:sT tniAiJE. 
September and October: 
The Child's Own Home. 

a. Its members. 

b. Their food. 

c. Their clothing. 

d. Their shelter, house. 

e. Work. 

f. Social relations and play. 

g. Pets and other animals. 

Illustrate by means of doll's house, of wood, or cardboard construc- 
tion or illustrated booklets. Follow working outline for People Study, 



HISTORY — SECOND GTtADE, 01 

Xovcmber: 
The Farm. 

a. Source of food supply. 

b. Harvest — Thanksgivius. 

December: 
The Store. 

a. Necessities. 

b. Pleasures. 

1. Toys. 

2. Gifts, etc. 

Januari/ : 

School Helpers. 

a. Supervisors. 

b. Principals. 

c. Departmental teachers. 

d. Teachers. 

e. Janitor. 

f. Milkman. 
Civic Helpers. 

a. Postman. 

b. Fireman. 

c. Policeman. 

March and Ajiril : 
The Farm. 

a. Planting. 

b. As source of much food supply. 

May and June: 

Other Nature Work. 

References — Animal Life — Bass. 
Plant Life — Bass. 
(See list later in Chapter.) 

SECOND GUAUE. 

September and October: 

Indians— Forest and plain: Follow Working Outline for People. 
Illustrate on sand table. Children read Indian books. 
November and December : 

Holidays as they occur, emphasizing the habits, daily life and work 
of the iDerson or people commemorated by those days. 

a. Thanksgiving — Harvest. 

b. Christmas — Fairy, Biblical, Our own. — (Joy Season.) 

January : 

Eskimos — A type of primitive man in the cold belt. Follow working 
outline for people study. 

Illustrate on sand table both summer and winter scenes in northern 
Alaska, or Greenland. 
References : 
Eskimo Land — Hawkes. 
Eskimo Stories— Mary E. Smith. 

February: 

Lincoln's Birthday. 
Washington's Birthday. 
Valentine's Day. 



92 COURSE OF STUDY TOI? PRIMARY GRADES. 

March and April: 
Dutch. 

Follow Working Outline for People Study. Illustrate on sand table. 
Read books on Holland Life that are listed for Conveisational Lessons. 

THIRD GP.ADE. 

Septeynher and October: 
Tree Dweller — Katherine Dopp. 
Children will read the story. 
Follow working outline for people. 
Illustrate on sand table. 

November: 
Thanksgiving. 

The story of the Pilgrims. 
The First Thanksgiving. 
The harvest. 

Preparation for the feast. 
Our Thanksgiving customs. 

December: 
Christmas. 

Tree — Germany. 
Stocki ngs — America. 
Shoe — Holland. 
Basket — Norway. 

January : 

The Arabian as the beginning of the shepherd stage of development. 
Follow working outline for people study. 
Illustrate on sand table. 

February: 
Lincoln. 

Lincoln Tablets. 
Washington. 

March and April: 

The Early Cave Men — Katherine Dopp. 
Read the story. 

Follow working outline for people study. 
Use sand table. 

Working Outline for People Study. 

first, second and third grades. 
I. Description of People through pictures. 

1. face, skin, eyes, hair. 

2. race. 

0. size, height. 

4. dress. 

5. action. 
II. Location. 

1. in world — east, west, north, south. 

2. on globe. 

a. child's own home. 

b. home of people to be studied. 

(Child should think location in general terms, as half way 
around the Avorld from himself, but the teacher should have a 
definite location for the home of the people to be studied.) 



IIISTOKY — WORKING OUTLTXE. 93 

III. Imaginary Journey to the home of the people. 

1. conveyance — train, boat, camel, horse. Hying machine. 

2. ticliets, sleepers, diners. 

3. exchange of money. 

4. amusements en route. 

5. rules of the road — turn to the right. 

IV. Description of Country en route. 

1. contour. 

2. rock, soil. 

3. plants, trees. 

4. animal life. 

5. industries. 

6. cities. 

7. buildings. 

V. Description of Destination (Same Points as IV.). 
VI. Shelter. 

1. permanent. 

2. temporary. 

a. shape, size, color. 

b. material — source and preparation of. 

c. parts or rooms — uses of. 

d. construction of. 

e. by whom made. 
VII. Furnishings. 

1. rugs, draperies, material, design, how obtained. 

2. furniture — material, design, use, by whom made.' 
VIII. Food. 

1. kinds. 

2. sources. 

3. how obtained, by whom. 

4. how prepared, by whom. 

5. how served, by whom, to whom. 

6. when served, number of meals per day. 
IX. Dishes. 

1. shape. 

2. material. 

3. source of. 

4. how and by whom made or obtained. 

5. uses of. 
X. Clothing. 

1. style. 

2. material. 

a. source of. 

b. how and by whom obtained. 

c. tools used in obtaining and preparing same. 

3. how shaped and sewed. 

4. variety of costume. 

5. occasions when worn. 
XI. Work. 

1. Daily. 

a. of men. 

b. of women. 

c. children. 

2. seasonal. 

a. of men. 

b. of women. 

c. children. 
XII. Amusements. 

1. games, music, dancing, festivals, toys, pets. 

a. description. 

b. by whom played. 

c. when played. 



94 COURSE OF STUDY ¥011 PRIMARY GRADES. 

* 

XIII. Weapons and Tools. 

1. shape. 

2. size. 

3. material. 

4. use. 

5. by whom made. 

6. how originated. 

XIV. Characteristics of the People. 

1. kindness. 

2. bravery. 

3. justice. 

4. efficiency. 

5. honesty. 

6. industry. 

7. generosity (develop through stories). 

XV. Education and Customs (in and out of school). 
XVI. Conveyances and Beasts of Burden. 
XVII. Line of March or Moving. 
XVIII. Social Organization. 

1. The leader, who, how selected, etc. 

2. Laws, what, by whom made. 

XIX. What Have These People Given us or Civilization. 

1. in knowledge. 

2. in material goods. 

XX. What Have We Given Them. 

B. Interestixg Field Trips Through Which Profitable Projects May be 

Developed. The Teachers are Urged to Make Selections 

Suitable for Their District. 

first grade. 
Arsenal — Museum. 
Art Club. 
Blacksmith Shop. 

Fair Grounas — Ref. Wells, A Project Curriculum. 
Farm. 
. Grocery Store. 
Gardens. 
Lincoln's Home. 
New Homes. 
Park Playgrounds. 
Shoe Repair Shop. 
Toy Shop. 

SECOND GRADE. 

Art Club. 

Butcher Shop. 

Depot. 

Fire Engine House. 

Green House. 

Library. 

Lincoln's Tomb. 

Park. 

State House. 

State Museum. 

Sun Dial— Study of Time. 

THIRD GRADE. 

Art Club. 

Arsenal — Museum. 
Brick Yard. 



IIISTOKY LINCOLN MAIIKEUS. 95 

Dairy. 

Ice Plant. 

New Centennial Building. 

Post Office. 

Weather Bureau. 

Site of first school house in Springfield near northeast corner 
High School grounds, Washington and Lewis Streets, marked with 
small boulder and tablet by Springfield Chapter, Daughters of Ameri- 
can Revolution 1918. 

LINCOLN MARKERS AND WHERE THEY ARE PLACED IN 
SPRINGFIELD. 

1. The site of the office of Stuart & Lincoln, as marked by the Spring- 
field Chapter, Sons of the American Revolution, the site now occupied by 
the Stuart Confectionery Company, 109 North Fifth Street. (Marked by 
Tablet). 

2. The site of the Globe Tavern in which Mr. and Mrs. Lincoln re- 
sided for some time immediately after their marriage, located on the 
north side of Adams Street, between Third and Fourth Streets. (Marked 
by Tablet). 

3. The office of Logan and Lincoln as located in the building on the 
southeast corner of the public square, west side of the street, third floor, 
and known as the old Farmers' Bank Building. (Marked by Tablet). 

4. The office of Lincoln and Herndon, the west side of the square, 
located in the back room of the building which was where is now the 
building, now on the south 20 feet of the Myers Brothers Building, second 
floor. (Marked by Tablet). 

5. The site of the First Presbyterian Church which was attended by 
Mr. and Mrs. Lincoln, on the southeast corner of Third and Washington 
Streets, south side of the street. (Marked by Tablet). 

6. The site of the Second Presbyterian Church in which the House 
of Representatives met on their removal from Vandalia to Springfield and 
in which Mr. Lincoln served as a member of the Legislature, located on 
Fourth Street between Monroe and Adams, west side of the street about 
where the building now known as the News Office is now located. (Marked 
by Tablet). 

7. The room in the Ninian Edwards Home on Second Street, the site 
now occupied by the new Centennial Memorial Building, in which Mr. and 
Mrs. Lincoln were married. (Marked by Tablet). 

8. The room on the third floor of the C. M. Smith Building now occu- 
pied by B. H. Luers & Company, Shoe Dealers. In this room Mr. Lincoln 
is said to have written his inaugural address. (Marked by Tablet). 

9. The sites in the present Sangamon County Court House are the 
present Circuit Court Room, once the Illinois Plouse of Representatives 
and in which Mr. Lincoln made his famous Houses Divided Against Itself 
speech and where Mr. Lincoln's remains laid in state. (Marked by 
Tablet.) 

10. The site afterwards occupied as the office of Lincoln and Herndon 
is also the site of the Joshua Speed Store, that is the west side of the 
square, the third 20 feet from the corner, the site now occupied by Myers' 
Brothers' Store. (Marked by Tablet). 

11. Wabash Freight Station, formerly Great Western Passenger Sta- 
tion, Tenth and Monroe Streets. From this station Abraham Lincoln left 
for Washington, February 11, 1861. Marked by the Springfield Chapter, 
Daughters of the American Revolution, June 14, 1915. 

12. Public Receiving Vault at Oak Ridge Cemetery, where the remains 
of Mr. Lincoln were placed on arrival at Springfield and remained until 
transferred to the temporary tomb and later to the National Lincoln 
Monument. Mr. Lincoln's remains were placed in the vault May 4, 1865, 
removed December 21, 1865. (Marked by Tablet). 

Lincoln's Monument in Oak Ridge Cemetery north of the city. Built 
from design of Larkin G. Mead. The remains of Abraham Lincoln w^ere 



96 COURSE OF STUDY FOE PRIMAEY GRADES. 

removed from the receiving vault placed in the temporary tomb December 
21, 1865; placed in the crypt September 19, 1871; in Sarcophagus in center 
of the catacomb October 9, 1874. The remains were placed in cemented 
vault beneath the floor of the catacomb directly under the sarcophagus 
September 26, 1901, where it is believed they will forever remain undis- 
turbed. 

13. Chicago & Alton Railroad Passenger Station. Third Street and 
Washington and Jefferson Streets. On this site the old passenger station 
stood where the remains of Abraham Lincoln arrived in Springfield when 
brought here for burial, May 3, 1865. 

Marked by the Springfield Chapter, Daughters of the American Revo- 
lution, Maj' 3, 1922, with tablet furnished by the Chicago & Alton Railroad. 

C. Books Good to Use as Basis of Conversational Lessons. 

Do a little reading and spend much time in discussion. 

First Motive: Grade I. 

Get Conversational Lessons correlated with home experience of 
children in home, school and city. 

Second Motive: Grades II and III. 

Get Conversational Lessons correlated with text books that are 
true in facts concerning different peoples. 

Selections will be made by each teacher according to books in 
her building. 

Supplement with Manuscripts from Office and Library. 

FIRST GRADE. 

Work-A-Day Doings on the Farm. 

SECOND GRADE. 

Children of the Cliff. 

Lodrix. 

Ned and Nan in Holland. 

Rago and Goni. 

Red Feather. 

THIRD GliAOE. 

Ab, The Cave Man. 

Around the Lightwood Fire. 

Docas, the Indian Boy (California Indian). 

Dutch Twins. 

Home Geography for Primary Grades. 

How the Present Came From .the Past. 

Robinson Crusoe. 

The Early Cave Men — Dopp. 

The Three Dwellers — Dopp. 

Weavers and Other Workers — Hall. 

D. Geography. 

THIRD GRADE. 

Fairbank's Home Geography is studied to review and collect the 
nature facts learned in First and Second Grades, also to establish a 
geographical vocabulary. 

Local soils, contour and industries are taught in correlation with 
the text. 

Map making— Maps are made of the school room, building and 
grounds, of the streets adjoining the building. 

These are made: 
1. on the sand table; 



NATURE STUDY — FlliST GRADE. 97 

2. with a quick pencil sketch while looking at sand table; 

3. a larger more accurate paper map made by the children from 

their first sketch. (This is the only map the children are 
allowed to draw free hand.) 

The maps made on large paper are raised as well maps on north 
walls and are used to establish map directions through taking imaginary 
journeys near home. The early history of Springfield is taught along with 
this local map making and many field trips are taken. Later some time 
should be spent in leading children to interpret bought maps of the city 
and county as regards the representation of land, low and high, rivers, etc. 
Correlate this with sand table work and field trips. 

Study local industries: 

1. Mining. 

2. Manufacturing. 

3. Farming. 

E. Nature Study. 
The following outline may be of assistance to some teachers who 
enjoy teaching Nature Study and wish to have some few distinctive things 
in each of the primary grades: 

FIRST grade-year's OUTLINE. 

Fall: 

Trees: — six, in the environment, that are distinctive in shape and 
interesting in leaf or fruit, fiower, or color. 
Gardening — out door; pansies. 

indoor; geraniums transplanted, 
bulbs planted in water and soil. 
House insects — identified. 
Foods of home and store — identified. 

Weather — noted; season idea established; sun, rain, snow, calendar 
kept. 
Pets — cared for. 

Wi7iter: 

Trees revisited; buds and twigs noted. Try to identify by place and 
if possible by twigs. 

Gardening — indoor care of plants and bulbs. 

House pests— mice studied. 

Weather work continued. 

Pets — cared for. 

Toys — tunible jacks made. 

ISpring: 

Trees revisited, growth watched. 

Gardening — outdoor, if possible plant lettuce and radishes; 
Care for pansies; transplant geraniums into outdoor garden; 
Plant the bulbs outdoor for future blooming. 

House insects; watched for and noted. 

Foods — common ones, watched for and noted as they appear in the 
market. 

Weather work continueci — as to sun, rain, seasons. 

Pets, cared for. 

The main interests in this grade are identification and collecting. 
The things noted and discussed and collected should be used if possible 
in room decorations, or for booklets or the basis of a museum collec- 
tion. 



98 COUKSE OF STUDY FOi; PIIIMARY GRADES. 

SECOND GKADE. 

Fall : 

Harvesting school garden. 

Garden — prepare box of climbing and low nasturtiums for room. 
Plant one bulb per child, Indoor. 

Plant one jar each of various bulbs for school room. 
Trees — visit all nearby bare trees containing bird nests. Note nature 
of trees that are bird shelters. 

Garden friends — study them as they are, and in their work. 
Pets — cared for in room. 

Wmtcr: 

Bulb study continued. 

Garden friends in hibernation. 

Rocks, collected and studied. 

Crystalization. 

Weather chart kept. 

Toys, magnets. 

Pets, cared for. 

Spring: 

Garden planted and cared for indoor and outdoor. 

Seed development watched. 

Garden friends watched for. 

Birds identified as they return. 

Trees of block watched for bird nests. 

Pets, cared for in room. 

THIRD GR.\DE. 

Fall : 

Cleaning the gardens. 

Decorating the room. 

Planting a fernery. 

Learning its contents; caring for same. 

Condensation noted and studied. 

Pets in fernery found and studied. 

Winter : 

Fernery cared for. 
Aquarium started. 
A few constellations learned. 
Water experiments worked out. 

Spring : 

Fernery cared for. 

Aquarium cared for. 

Insects around waterways studied. 

Birds watched and studied. 

(Try to have children know very well at least ten or twenty.) 



F. Health Lessoxs. 

Alice E. Dalbey, R. N. Supervisor. 
We suggest that each teacher plan her program so to give a few 
minutes daily to health talks, following the outline given by Harriet 
Camp Launsbery. R. N. in her booklet "Ten Weeks of Physiology and 
Hygiene for the Lower Grades of the Public Schools" published by the 
Lovett Printing Company, Charleston, West Virginia. For method and 
devices use the booklet "Sugestions for a Program for Health Teaching 
in the Elementary Schools" — Health Education No. 10, Department of the 
Interior Bureau of Education, 1921. 



REFEllENCE BOOKS FOR TEACHERS. i)0 

At various times tliroughout the year the nurse will give briet oral 
tests to the children, on the work outlined. 

The first half of each grade outline will be taught to the B classes 
of each grade and the last half to the A classes. All work previously 
taught to any class should be kept reviewed. 

(Both l)ooklets for desk use may be had by each teacher). 

G. Kekeue.nce Book.s for Tkaciikks. 

A. History and Geography: 

Wells A Project Curriculum (J. B. Lippincott Co.) . 

Scull Hunting in the Arctic and Alaska. 

Elliott Our Arctic Provinces. 

Peary (Mrs.) Children of the Arctic. 

The Snow Baby. * 

My Arctic Journal. 

Nansen First Crossing of Greenland. 

Amundsen The Northwest Passage. 

Stefanson My Life With the Eskimo. 

Higginson Alaska. 

Underwood ...An Empire in the Making. 

Greeley Handbook of Alaska. 

Drake The Making of New England. 

Earle Child Life in Colonial Days. 

Home Life in Colonial Days. 

Anderson When Neighbors Were Neighbors. 

Knox Boy Travelers on the Congo. 

Livingston The Last Journals of D. Livingston. 

Stanley The Congo and the Finding of Its Free State. 

Johnston The History of the Colonization of Africa. 

Starr Some First Steps in Human Progress. 

Mason The Origin of Invention. 

Dopp The Place of Industries in Elementary Education. 

Herbertson Man and His Work. 

Tylor Anthropology. 

Abd El Ardavan The Lance of Kanana. 

Knight The Quest of the Four Leaf Clover. 

Zwemer Arabia, the Cradle of Islam. 

Burton Travels Through Arabia. 

Kirby The World by the Fireside. 

B. NaHire Study: 

Coulter and Patterson. . Practical Nature Study. 

Comstock Handbook of Nature Study. 

Hodge Nature Study and Life. 

Reed Land Birds. 

Downing Source Book of Nature Study. 

Chapnian Bird Travels. 



100 COURSE OF STUDY FOR PRIMARY GRADES, 

NOTES. 



LANGUAGE ARTS — NOTES. 



101 



J 02 COUESE OF STUDY FOR PRIMAEY GRADES. 

NOTES. 



LANGUAGE AETS — NOTES. 



103 



104 COURSE OF STUDY FOR FRIMART GRADES. 

NOTES. 



CHAPTER II. DRILL SUBJECTS. 

WORD STUDY. 

"A word is read or spoken naturally, only when its total meaning is 
prominent in tlie consciousness of reader or speaker." — Huey. 

I. Aims ok Wokd Stidy: 
First Grade. 

(1) To establish a foundation for reading. 

(2) To make the association of an idea with the symbol. 

(3) To establish a desire to read. 

Second Grade. 

(1) To increase reading vocabulary. 

(2) To aid in speech control. 

(0) To increase the rate of reading. 

(4) To establish a desire to read. 

Third Grade. 

Second Grade aims and in addition the following: 

(1) A mastery over the mechanics of reading involving: 

(a) Instantaneous recognition of basic vocabulary. 

(b) Power to work out pronunciation of new words through 

context, comparison or phonetic analysis. 

(c) Ability to take in a group of words at a glance. 

II. SUB.JECT Matter: 

1. Mastery Vocabular.v — selection — of all of the words in the various 

Winston Readers we have selected the following list to be 
mastered in the v^rrious primary grades. The words in this 
list for mastery for grades one and two have been selected 
upon their frequency of use in the Winston and other primary 
reading books as reported in studies made by 

(1) Myrtle Kaufmann, and Marguerite DeLano (unpub- 

lished study). 

(2) E. T. Housh. The Seventeenth Yearbook, Part I, of the 

National Society for the Study of Education. 

(3) J. L. Packer. The Twentieth Yearbook, Part II, of the 

National Society for the Study of Education. 
The third grade words for mastery were selected upon the basis 
of opinion of the local third grade teachers. An effort was 
made to select the words most frequently met in third grade 
reading material. Time did not permit, at present, a more 
accurate study, and we doubt the necessity of such a study for 
third grade children when we consider how their word power 
is enhanced by this time through phonic knowledge. 

2. Incidental Vocabulary. 

All other words appearing in the Winston readers and the 
supplementary readers will be gained through content or will 
be told by the teacher. The drill on these words and phrases 
will be done to prepare the child for the work of the day but 
will not be sufficient to procure permanent masteiT- 

We have tried to arrange the vocabulary of the Winston 
Readers that has been selected for mastery in a column arrange- 
ment by stories that will be best for drill. We have avoided 
the alphabetical arrangement of the words and also the arrange- 
ment based upon the serial appearance of the words in the 
stories. We believe this hit-and-miss arrangement will bring 
more independent mastery by the child. 

Let your drill chart show the correct standards in form for 
printed English work. 

105 



106 COrRSE OF STUDY FOR PRI.AIAiiY GRADES. 

Each teacher will begin her chart with IB words and print 
all through those for her own grade and class. That means for 
the 3A teacher to print the entire list for IB through the 3A. 
The oB teacher may omit the 3A words. The 2A teacher may 
omit all third grade words, etc. Any teacher having two classes 
must be sure to have all the words for grades below her own 
and all those belonging to both her classes. 

( Word arrangement for the word drill charts. ) 

WINSTON MASTERY VOCABULARY. 





Grade 


IB. 




Page 1. and 


cat 


did 


along 


eat 


hen 


help 


bumblebee 


I 


little 


me 


after 


my 


not 


pig 


began 


red 


some 


she 


came 


said 


shall 


who 


goat 


then 


up 


the fox 


are 


will 


you 


a boy 




Page 2. grass 


woods 


in 


soon 


go 


why 


is 


so 


had 


want 


looked 


went 


to 


her 


of nothing 


there 


stop 


again 


jumped 


was 


he 


heard 


out 


under 


rabbit 


got 


lived 


woman 


home 


chairs 


one 


she's 


ran 


but 


old 


on 


no 


bed 


sleep 


away 


Page 3. run 


back 


water 


voice 


dog 


do 


afraid- 


where 


could 


for 


grow 


what 


put 


his 


big 


Pussy 


catch 


get 


give 


chair 


met 


it 


may 


please 


caught 


jump 


saw 


took 


man 


over 


tail 


beds 


him 


can 


walk 


right 


that 


till 








Grade 


lA. 




Page 4. at 


another 


just 


when 


flew 


into 


way 


too 


door 


have 


very 


this 


am 


fine 


ate 


bag 


see 


rapped 


yes 


rap 


well 


oh 


opened 


by 


open 


let 


leave 


house 


gone 


here 


going 


day 


Page 5. down 


m.ade 


look 


fast 


fell 


once 


much 


sheep 


.Jack 


small 


now 


your 


an 


sat 


tried 


farmer 


cake 


upon 


wait 


hard 


gray 


white 


with 


if 


mouse 


were 


asleep 


we 


what 


be 


blow 


make 


all 


coming 


corn 


rain 




fat 


come 


wish 



AVOKD STUDY SECOND CKADl 



10^ 



Page 


6. we 


play 


hair 


mother 




good 


fairy 


tall 


our 




two 


Mr. 


their 


face 




ask 


happy 


awoke 


nice 




sleep 


gold 


found 


every 




tree 


hide 


them 


star 




as 


window 


ax 


fish 




us 


take 


wolf 


stars 




find 


asked 


before 


tired 




girl 


feet 


around 


Mrs. 


Page 


7. Thursday 
nothing 
humblebee 
breakfast 
morning 
children 
something 
garden 
supper 
horse 


what 

that 

when 

where 

were 

saw 

with 

there 

was 

who 


Grade 2B. 




Page 


8. basket 


been 


six 






know 


from 


air 






ready 


fire 


ever 






thank 


goes 


field 






today 


last 


cried 






large 


lay 


far 






angry 


hill 


threw 






three 


sent 


I'll 




Page- 


9. -through 


fiy 


wise 






ground 


say 


neck 






cannot 


fun 


head 






think 


or 


brook 






should 


hold 


boys 






middle 


off 


carry 






which 


high 


bear 






father 


long 


mine 






Avatch 


stay 


about 






wings 


near 


must 




Page 


10. himself 


talk 


says 






pleased 


kept 


glad 






together 


any 


dark 






behind 


each 


since 






picked 


dove 


called 






wanted 


keep 


only 






would 


rest 


might 






hands 


told 


often 






meat 


such 


until 






always 


gave 


great 




Page 


11. things 


safe 


across 






those 


poor 


black 






flower 


year 


cook 






pretty 


left 


kind 






bread 


sail 


these 






leaves 


skv 


hear 






listen 


full 


mind 






brothers 


does 


need 






climb 


how 


don't 






farther 


has 







108 



COURSE OF STUDY FOl! PRIMAKY GRADES. 



Page 12. other 


sad 


nor 


stopped 


side 


tell 


wind 


ten 


seen 


yourself 


set 


Grade 2A. 


Page 13. anything 


care 


hour 


beautiful 


felt 


more 


shouldn't 


live 


hand 


smallest 


sun 


green 


moved 


hope 


birds 


largest 


still 


place 


strong 


dear 


better 


bright 


eyes 


first 


Page 14. thought 


true 


whole 


turned 


use 


many 


warm 


lift 


food 


work 


foot 


named 


everything 


call 


song 


yellow 


hold 


strings 


written 


sing 


road 


brown 


eggs 


child 


perhaps 


wide 


while 


among 


blue 


round 


Page 15. awake 


cross 


eating 


nearer 


deep 


golden 


summer 


bad 


beside 


winter 


dress 


young 


crying 


room 


bring 


dressed 


new 


slept 


brought 


cold 


light 


looking 


can't 


silver 


covered 


top 


river 


pointed 


ride 


own 


Page 16. clothes 


bird 


snow 


fiinding 


drive 


touch 




best 


forget 


running 


barn 


guess 


sometimes 


try 


show 


whether 


rose 


name 


minute 


soft 


word 


follow 


rest 


indeed 


wrong 


alone 


gentle 


followed 


hay 


book 


Page 17. learned 


sell 


noise 


money 


town 


stand 


toward 


lady 


shoes 


winning 


hat 


Grade 3B. 


Page 18. anybody 


also 


asleep 


although 


arms 


apple 


anywhere 


be 


anger 


breakfast 


bone 


almost 


couldn't 


back 


answer 


drowned 


both 


believe 


finished 


done 


being 


remember 


even 


people 







WOltl) STUDY- 


-TIUHD GKADl- 


Page 19. 


because 


2olor 


piece 




became 


else 


really 




certain 


knew 


speak 




didn't 


most 


they 




except 


next 


thought 




enough 


none 


table 




getting 


same 


thing 




herself 


sure 


world 






shut 


worked 


Page 20. 


doesn't 


time 


held 




servants 


than 


move 




begged 


tired 


save 




brother 


turn 


fish 




writing 


used 


free 




learn 


wait 


ice 




pulled 


wash 


leave 




matter 


yard 


obey 




passed 


buy 
blow 


dead 


Page 21. 


build 


burn 


ears 




break 


.hurt 


fight 




dinner 


mean 


giant 




early 


some 


land 




friend 


send 


meet 




isn't 


swim 


nine 






visit 


sweet 




shouted 


was 


tall 




carried 


want 


week 




tomorrow 


corn 


music 


Page 22. 


country 




sorry 




neighbors 


son 


wheat 




ourselves 


ripe 


knock 




farmer 








against 


begin 


makes 




houses 


given 


short 




quarrel 


cut 


walks 




between 


sigh 


church 




kindness 


sang 


earth 




heavy 


farm 


feeds 


Page 23. 


everywhere 


west 


older 




flow^ers 


pick 


raise 




happened 


di'op 


stood 




hiding 


easy 


asking 




oldest 


fair 


catches 




person 


hard 


broke 




second 


lost 


close 




sister 


hide 


dream 




traveled 


pair 


quick 




shoulder 


city 


south 


Page 24. 


making 


coat 


story 




evening 


now 


using 




anyone 


once 


become 




happily 


stop 


coming 




twelve 


wall 


floors 




women 


whom 


fires 




swallow 


worse 


hurry 




following 


shine 


laugh 




surprise 


party 


crown 



109 



110 



COUKSE OF STUDY FOE PKlMAltY UlIADES 



Page 25. 


ears 


tall 






fight 


week 






giant 


music 






land 


whose 






meet 


myself 






nine 


sprang 






sweet 










Gkade 


3A. 


Page 26. 


faithful 


lead 


grapes 




parents 


vine 


folks 




pretended 


bow 


homes 




companion 


sea 


plant 




different 


duty 


'drove 




mighty 


shelf 


brass 




received 


trade 


honest 




cottage 


loud 


below 


Page 27. 


scratched 


born 


brave 




hundred 


))ones 


danger 




maiden 


front 


fields 




remain 


paper 


island 




Ihread 


paid 


steal 




breeze 


real 


clock 




earliest 


stove 


finger 




springs 


thumb 


found 




already 


burn 


pencil 




firmly 


chin 


silent 


Page 28, 


, animal 


core 


twenty 




buttons 


drums 


apron 




cherry 


earn 


clouds 




collar 


fear 


fault 




fright 


lame 


funny 




hammer 


pot 


scream 




perfect 


rise 


knees 




promise 


ring / 


water 




trouble 


step 


write 




shouted 


two 


awoke 


Page 29 


. spelling 


lesson 


clear 




leather 


easily 


heart 




listened 


quiet 


partly 




queer 


start 


living 




chickens 


smaller 


shook 




wrinkled 


thick 


saved 




pocket 


rush 


ribbon 



III. Method With Plans: 

a. Types of Word Study. 
First Grade. 
Developmental Lessons. 

1. Words to be mastered. 

2. Words not to be mastered but to be gained througn content. 

only. 
Review Lessons. 

1. Words to be mastered. 

2. Words not to be mastered, but to be gained through content. 

only. 



WORD STUDY FlltS'l' GTIADE. Ill 

Second and Third Grades. 
Developmental Lessons. 

1. Phonetic Words— those composed of elements already 

learned are to be gained through phonics. 

2. Non-Phonetic Words and those containing elements not as 

yet learned are to be gained through content or told by 
some pupil or teacher. 
Review Lessons. 

1. Words to be mastered. 

2. Words not to be mastered. 

b. Time: Proportion for Word Drill in each class about 15 minutes 
per day, with extra period for coaching those needing it. 

IB WoKi) Study Lesson Plan. 

Time — Three fifteen minute periods. 
1. Aim : 

To present the words and drill on them in such a way that those 
in phrases will be retained for this story, and those out of context 
will be mastered. 

11. Preparation: 

The teacher has told. "The Gingerbread Boy" story. 
The children have talked about the pictures in the book. 

HI. Frescntation: 

Subject Matter: 

Winston Primer, p. 32. The Gingerbread Boy. 

The teacher retells the story, showing tne word cards and phrase 
cards as they come in the story. 
Words for Mastery. Not for Mastery, 

away him was the end 

could man from you 

catch met Made a Gingerbread Boy 

can put upset the little old kettle 

caught run little old pan 

dog that 

"Now, I'll give everyone a card. See if you can find a word on 
the board like yours. Match your card and tell us what it says, 
Mary. Good! Your card, Harry, Edna, etc. Leave your card on 
the ledge when you have matched it." 

"I'm going to point to a word on the board; if it is yours, say it 
quickly." The teacher points quickly to the words on the board. 
Each child tells his word. 

"Let's play store. You may buy any word you like. Be sure and 
put a line under it." Each child buys a word, putting a line under 
his word. 

"Everyone watch and if I erase your word, say it.' The teacner 
erases the words, one at a time. Each child says his word when 
it is erased. 

"Let's plav another game. Dorothy may go to the corner 
Dorothv goes to the corner and hides her eyes. "Choose a word. 
Paul " " Paul chooses a word,— "Catch." Dorothy comes and starts 
with the first word, saving, "Is it caught," the children responding, 
"No, it isn't 'caught,'" etc., until the right word is found. Then 
they answer, "Yes, it is 'catch.' " 

The game continues with other children playing. 

"I wonder who knows the most words. Let's have a race. 

Charles and Walter may race." (Word cards may be left on ledge 

or put in Plymouth Chart for race.) "See who can get 'catch' first, 

•away ' 'could,' " etc. Teacher says the words on the cards and the 



112 COUKSE OF STUDY FOE PIUMARY GKADES. 

two children race in pointing to them first. "Count your cards. 
Good for Walter! You'll have to be careful though or Charles will 
beat you tomorrow." 

If there is enough time, two others might race. 
More drill is given on the words to be mastered than the others. 
They are reviewed the next day. 

The following games may be played at other drill periods: 

Matching 3 Words written on board. 

Ladder 45 ( Blackboard Devices. ) 

Dumb Crambo 1 Cards. 

Race 21 With cards on ledge. 

Visiting 5 

Stepping Stones 14 (Blackboard Devices.) 

The phrases are drilled on by playing: 

Race 19 

I see it 27 

Secrets 3 (Blackboard Devices.) 

(These games are described among the "Suggestive Word Drill 
Games" printed later in this chapter. The number after the name" 
indicates the number of the game.) 

IV. nummary: 

Teacher tests the children by having them say the words on the 
chart, paying special attention to those who didn't know the words. 
More drill is given on those to be mastered. A copy of the words 
is given to each child. Next day the children are tested again on 
all the words to be mastered. 

lA WoKD Drill Lesson Plan. 

Time — Three fifteen minute periods. 

Material — Plymouth Chart, home made chart with words to be 
mastered, cards and phrases. 

/. Aim: 

Drill on the words to be mastered so that they will be retained by 
the child. Drill on the words not to be mastered so that the child 
will recognize them in this story. 

//. Presentation and Subject Matter: 

Winston First Reader, p. 2, The Fox and the Bag. 
Words to be mastered: 



at 


gone 




oh 


am 


house 




very 


ate 


here 




way 


another 


have 




when 


bag 


into 




well 


by 


just 




yes 


day 


leave 




rapped 


door 


let 




rap 


flew 


opened 




see 


fine 


open 




this 


going 








Words not to be mastered: 






The words underlined 


are the ones 


that 


are not to be mastered 


caught a bumblebee 






the little boy 


cried 




• 


a fine (tinner 








on the floor 








very heavy 








at the next house 







WOilD -STUDY FIUST GRADE. 113 

I xconder 

icalkcd on 

a rooster 

slouly opened the bag 

that time 

III. Mctltod: 

"Children, I am going to write some words on the board and I 
want to see how many you know." The teacher wrote the word 
"at" on the board. "If you know the word, stand. Janet, what is 
it?" The teacher then wrote "am" on the board. "If you know it 
this time, you may put your hands behind you." She continued 
writing the words on the board until she had all the words that were 
to be mastered written on the board. Each time the children knew 
the words, they would stand, fold their arms, put hands behind 
them or hands on shoulders. 

"Now, children, we are going to take a walk to the park. If you 
know your word, you may go with us. We will start with Robert, 
each one saying a word. That was fine. Every one got to go with 
me." Repeat the game several times. 

"I am going to tell you a secret." The teacher whispered the 
word "bag" to Gretel and she found the word in the list and 
whispered a word to some other child in the class. The game con- 
tinued until every one had found a word in the list. 

"I am going to tell you a story with these words in it. When I 
come to a word that is in this list, I want you to find it. Elizabeth 
and Bobby may tind the words. That was good. Bobby won the 
game. I will tell you another story. Richard and Edward may 
tind the words this time. Richard found more words that time." 
"Let's play another game. I am going to draw a ladder on the 
board and write the words on the rounds. I wonder who is smart 
enough to climb to the top without falling off. Eugene, you may 
try. Good! You got to the top without failing off. Let's clap for 
him. Now, Robert, you may run down the ladder. He said every 
word just right. I am going to write his name on the board and 
put a star after it." Try two more children. 

"Children, here is a picture of a railroad track. St. Louis and 
stations. If you miss a word, get off at the station and study. 
Who wants to go to St. Louis? Marjorie, you may go." (When she 
got half way there, she missed the word 'opened' so she had to get 
off and study.) "i want some one to go to St. Louis without any 
delay. Adelaide, you may go. That was good. Let's clap for her. 
I want someone to take a trip on the fast train from Springfield 
to Chicago. Mary Josephine may go. See if you can name all the 
Avords without missing any. That was fine. I couldn't do any 
better than that myself." 

"How many like to ride on the street car? Very well, I will draw 
one on the board and we will take a ride to the park. Here are 
the seats. I am going to write two words on each seat. Elaine, 
you may enter the car and speak to the people. Who is sitting 
with rapped? Who is sitting in front of when. etc. Elaine, the 
next time you take a ride, I want you to know all the people. Let's 
put leave, just, opened, and tvhen in a box. We will call those 
Elaine's words." 

"Anita, you may take a ride and I want you to know all the 
people oil the car. That was fine. She named every one just right. 
You may all go to sleep." The teacher erased the words. "Now 
children, you may awake. I want you to tell me who got off the 
car. That was good, but you forgot to name 'rap,' 'going' and 

'well ' " 

"Children, I have printed the same words on cards. I am going 
to put them in a column on the Plymouth Chart, and we are going 



114 COUKSE OF STUDY FOl! PRI^MAUY GEADES. 

to have a race with the printed and written words. Geraldine and 
Louise may race." The teacher called a certain word and each of 
the children tried to point to the word first. "I am going to keep 
a record on the board and see who wins. Now, children (in the 
chaii's) I want you to help me. If they don't know the words, I 
will call on you. Fine! Geraldine won the race." The teacher 
drew a line with colored chalk under here, gone, rapped, into and 
when. Now Louise, the words that have a line under them are 
your words. You had trouble with them in the race." 

"Let's play house on fire. Here is a picture of a house and the 
words in the house will represent the children. When I call a word 
that is in the house, you must run quickly and erase the word. 
Richard, get 'yes' out of the house." The game continued until all 
the words were erased. 

The teacher then had a rapid drill with cards. "I am going to 
give each child a card. You may name your card. If you know it, 
pass it to the one on the left. Good! Everyone knew his card. 
Let's play it again." Repeat the game several times. 

"Now, we are going to play grab-bag. All the girls come and get 
a card. All the boys come and get a card. If you know your card, 
put it on a red chair. That was very good. Everyone got his card 
just right." Repeat the game. 

The teacher then gave each child another card. "If you know it 
this time, put it in the Plymouth Chart. Tell me the word that 
comes before 'gene.' Tell me the word that comes after 'going,' 
etc." 

"Let's play dumb crambo. Geraldine, you may select a word. 
Elizabeth, go in the hall." Elizabeth returns and guesses the word. 
The children say, "yes" or "no, it isn't." Repeat the game two or 
three times. 

"Now, children, let's play grocery store. Eugene may be store 
keeper. Edward, go to the store. Good morning Eugene. I would 
like to buy very." The store keeper gives him the word he asks 
for. Each child goes to the store. 

"Now we are going to have a race with the words in the Ply- 
mouth Chart. Janet and Gretel may be in the race." The teacher 
called the cards and the children took the cards from the chart. 
"Good! Janet won the game. It took just two minutes for that 
race." Repeat the game. 

"Let's have another race. This time I am going to hold the 
cards in my hand, and the one who tells the word first will get the 
card. Adelaide and Mary Josephine may be in the race. Ready? 
Go. Count your cards. Mary Josephine won the game." 

The teacher then placed the cards on the ledge and the children 
played merry-go-round. "Children, form a circle in front and back 
of chairs." Each child in turn names the next word and takes the 
card as the circle turns around. "If you miss, you drop out. 
Ready? Go. Eugene, . drop out; the word is 'just.' Bobby, drop 
out; the word is 'here.' How did you like that game? We will 
play it again some time. Eugene and Bobby were the only ones 
that had to get off the merry-go-round." 

The children sat in red chairs and the teacher held the cards in 
her hand. "Virginia, you may stand behind Robert who is at the 
end of the circle. If you say the card first, go to the next child. If 
you miss, the child that you are standing back of takes your place. 
Virginia, I want you to go around the circle without being caught. 
Ready? Go. That was fine. Virginia got around the circle. Let's 
clap for her." The game continued until she was caught. Then 
another child took her place. 

The teacher then introduced the words that were not to be mas- 
tered through phrases. The phrases were written on the board. 
"Children, you may all stand. I want each one to tell me a phrase. 



WOliD STUDY — FIRST GliADi:. 115 

If you know it, you may sit. We will start with Virginia. We 
cauglit Gerahline that time. You will have to study your phrase." 
Repeat the game several times. 

"If you can find 'at the next house,' draw a line under it with 
colored chalk. Adelaide you may do it. Good! You may draw a 
line under 'on the floor.' Charles, you may do it, etc. Now I want 
some one to put a fence around 'that time.' Marjorie, you may 
do it." Marjorie went to the board, and put one hand at the be- 
ginning of the phrase and one at the end of the phrase. Repeat 
three or four times until the children are familiar with the phrases. 

The teacher then gave each child a phrase that was printed on 
cards. "See if you can find a phrase like this." The teacher showed 
the children the phrase "walked on." "Anita, yon may find it." 
Anita took the phrase and ran to the board and matched it. Each 
phrase was matched in the same way. 

"Let's play another game. Children, form a circle." The teacher 
stood in the center vvith the phiases. "I am going to turn quickly 
to some child and give him a phrase. If he misses, he sits in a red 
chair and studies his phrase. The one who remains in the circle 
the longest wins the game. Time. Eugene and Bobby were caught." 

The teacher then put the phrases on the ledge. "Now, I want 
someone that is smart enough to name them all. Edward, you 
may do it. Good. I am going to write his name on the board." 

/v. l^iimrnary : 

"Children, I am going to give each one a card. You will find the 
script on one side and the print on the other side. We will use 
script this time. Elaine, Eugene, Marjorie, Louise, Geraldine and 
Bobby will have to be careful. I caught you a few minutes ago." 
The teacher had the children form a straight line, facing each other. 

"Robert, you may be the captain on the boys' side and Betty you 
may be the captain on the girls' side. First one child in one line 
says a word, then the one in the other line says a word. If a child 
misses, he goes to the end of the line. See who are at the heads 
of lines at the end of the game. I will give just three minutes for 
this game. When I say time, we will see who is at the heads of 
the lines. Ready? Go. Time. Good for Robert and Betty. We 
couldn't catch them. They are still standing at the heads of the 
lines." 

"I am going to give each one a card. If you know it, put it on 
the ledge. We will use the print this time. Let's play picture 
gallery. Elizabeth, you may name all the pictures. Good. Mar- 
jorie, you may try. Look out for 'opened.' You know that is 
your word. Good. She got them all right that time." Repeat the 
game several times. 

"You may name the cards and collect them. Bobby, you may do 
it. That was fine. He got the word 'here' right that time." 

"I am going to give you a card and if you know it this time, put 
it In the Plymouth Chart. That was good. I didn't catch anyone 
that time. Let's have a race between Elaine and Eugene. Count 
your cards. Eugene won the game.. I am going to write his name 
on the board. Geraldine and Louise may run. Good. Geraldine 
won." 

"Let's play teacher. Janet, you may be the teacher." She put the 
cards in the Plymouth Chart, as each child said a word. Janet 
called the words from the Plymouth Chart and one child at a time 
selected a word. 

"Here is another chart. You will find all the words on the cards 
printed on this page of the chart. Eugene, you may try. See if 
you can get every word right this time. Good for Eugene. Let's 
clap for him. He got 'just' right that time." Repeat the game. 



116 



COURSE OF STUDY FOE PRIMARY GRADES. 



"We are going to play one more game. (Use this device if sea- 
sonal.) Let's have an Easter egg hunt. I have written the words 
on Easter eggs. Children, you may all go to sleep. Adelaide, you 
Knew all the words, so ■ you may hide the eggs. You may awake 
now and hunt for them. I will give you just two minutes to get 
your eggs. Ready? Go. The one who gets the most eggs and 
knows the words wins. Time. Richard won the game. We will 
play it again some time." 

"Children, you are certainly good workers. Every one knew all 
the words except Elaine, Geraldine and Louise. Elaine you missed 
'leave,' 'just' and 'opened.' Louise, you will have to try and get 
'here,' 'gone' and 'rapped" right tomorrow, and, Geraldine, we are 
going to call 'into' and 'when' your words." The teacher then gave 
each child a copy of the words on paper from the printed type. 
"Tomorrow, I am going to test each cnild on his words and I want 
everyone in the class to know all the words." 

Note: The above work is to be divided into three fifteen minute 
periods. 

2B WoKD Study Lesson Plan. 
Time — Two fifteen minute periods. 

1. Aim: 

1. To have every child learn thoroughly the words to be mastered 

in this story. 

2. To enable the children to recognize the words not to be mastered 

readily enough to read the story fluently. 

3. To explain any new idioms, phrases or words so the meaning 

is clear. 

II. Preparation: 

Show the picture of a tortoise, other than the one in the book. 
Explain that tortoise is another name for turtle. (Show many 
pictures.) Explain the words wise and village. 



III. I 


Presentation : 






Subject Matter: 






Story "The Wise Tortoise." 






Winston Second Reader, page 
To be mastered: 


15. 




Phonetic. 


Non-Phonetic. 




brook must 


through the air 




cannot open 


you can carry 




fly stay 


over head 




hold say 


high up 




wings long 


to the middle 




near 


think, of that 
loise enough 
on ichich 
to the ground 
hold -fast 




Not to be mastered: 






Phonetic. 


Non-Phonetic. 




wished mouth 


carried the tortoise 




ducks men 


held fast 




fall stick 


near the log 
swam near 
cannot teach 
over a village 



\V()i;0 STUDY 81'X'OND GRADE. 117 

Phrases containing non-phonetic words to be mastered have been 
written on the board beiore class. "Who can help me read the first 
phrase? You may help me, Eileen." If child hesitates on new word 
teacher tells him quickly. After children have read the phrases 
the teacher draws a line around the word to be mastered. (Thus — 
you can carry.) "You may read the phrase to yourself, but just say 
this word out loud." Teacher points to "carry." Take each phrase 
in the same way. Vary a little by having child draw a line under, 
a ring around, etc., the word to be learned. 

The teacher then takes the cards containing all the words to be 
mastered and places them in the chart one at a time. If you know 
the word you may stand. You may tell me because you were first, 
Edna. This time you may raise your hand, fold your arms, etc. 
If the children cannot say the phonetic words without help the 
teacher steps quickly to the board and helps children to sound 
w^ord. If they do not know a non-phonetic word teacher tells them. 
When all the cards are in the chart, teacher says, "I am going to 
point to a word on the chart and I wonder who will be the first to 
see it on the board. (Words to be mastered in a column on board.) 
You m.ay take it and match it with the one you found on the board, 
Roberta. Class be sure she has the right word. You may keep the 
card. You may choose a word on the chart that you know and 
match it, Harold." Continue until the children have all of the 
cards. 

"Let's have a race with the words on the board." Teacher gives 
Trevor and Marie each a pointer. "When I say a word you may see 
who can find it first. You may keep the score, William. You will 
have to work fast! Ready!— hold— must, etc. Marie won. I want 
a bov to win the next time. You may try, Erma and Charles." 

Teacher writes Chicago at top of column and St. Louis at bottom. 
"I want some one to take a trip for me. Denton! Be sure you go 
on a fast express train. He knew every station. That was fine!" 
"Take your cards and stand. March around and form a circle. 
Hold your card against you so that no one can see it. Harry, you 
mav be the fisherman. Try and catch all the fish." Harry takes 
pointer, stands in center and points at child. Child turns card so 
Harry can see the word. Harry says the word and tries to catch 
another fish. He may continue until he misses. Child who holds 
card becomes fisherman if he can say his word. 

Children hand teacher their cards as they return to their seats. 
Teacher whispers most difficult words to children as they pass. 
Teacher then quickly fiashes cards in front of children. W^hen child 
sees his word, he quickly says, "I see it," and repeats word. 

Children's attention is then called to list of words on the board 
not to be mastered. Children are given opportunity to say words 
that are familiar to them. Teacher tells other words and phrases. 
Teacher goes quickly around class each child saying word or phrase. 
Class helps when child misses. Teacher then shows cards and 
each child says two or more. He continues until he misses. Each 
cliild has a turn. Children see who can say the most words. 

IV. Siirninary: 

Teacher has cards containing" all the words to be mastered. it 
you can say all the words you may write your name on the board. 
You mav say them, Esther. That was fine." Continue until every 
child has had a chance. I'm going to read the names on the board, 
Esther Walter, Harry, Edna, William, Mary, Carl and Harold. I m 
going to leave the words on the chart so the people who did not 
know them all may study them. Every 07ie must know them to- 
morrow." 



118 COURSE OF STUDY FOR rRIMAFxY GRADES. 

Third Grade Woud Study Lesson Plan. 

Time: Two Fifteen Minute Periods. 
1. Aim: 

To acliieve smootliness in reading the story by 

(1) mastering those words to be mastered, 

(2) by reviewing those words which are to be reviewed, 'and 

(3) by becoming sufficiently familiar with the incidental words 

in the story. 

//. Preparation: 

Let's learn these words so as to have a good time reading our 
next story. 

III. Presentation: 

Subject Matter: 

"Brother Fox's Tar Baby." 
Winston Third Reader, p. 28. 

A. Words to be mastered: 

Phonetic. Non-phonetic, 

burn hiilUl a house 

hurt get some branches 

dinner got up very early 

summer break into my house 

shouted 
send 
friend 
mean 

B. Words to be used in the story but not mastered: 

get your fislipole 
looked very carefully 
shouted angrily 
how helpless he was 
have you no tongue 
his voice tremhlecl 
screamed Brother Rabbit 
certainly not 
before he returned 

C. Words to be reviewp-' : 

river angry 

met along 

warm caught 

voice 
Method : 

a. Phonetic words. Quick sounding of words by individual 

children. "Sound the first word, Mary." "Good, sound the 
next, Charles." Continue in like manner with the eight 
phonetic words that contain no elements children have not 
learned. 

b. Non-phonetic. "Look over the next list children. Are there 

any phrases which you do not know? (Teacher tells any 
child a phrase if he asks for it. He repeats it after her.) 

c. Words to be used in the story but not mastered. With every 

child giving, attention the teacher pronounces plainly each 
phrase, pointing to it as she does so. Unfamiliar piirases 
briefly explained as 'certainly not,' means, 'of course not.' 

d. Review words. "These are review words. Are there any 

you do not know?" (Teacher tells any child a word if he 

asks for it. ) 
Devices: 

Have a quick pointer drill on the four lists. Use blackboard de- 
vices 41 and 45 and card devices. 



\\Oi;U STUDY — DUILL GAMES. 119 

iV. tiitnnnarij : 

Hold every child responsible i'or the mastered and review words. 
Those he does not know are his to be learned and to be recited at 
odd moments during the day or at some time provided. 



IV. Tests 



(1) Check up and see who knows the words on tlie printed 

mastery charts. 

(2) Give the words in new stories, in dilferent settings. 

(3) Give the children the words in printed type; let them build 

sentences and stories. 

(4) Let the children select and read a story or some page from 

a story. 



* V. IXt'EXTIVES ANO DEVICES. 

A. Word-Card Drill Games. 

1. Dumb Crambo. One child is sent into the hall. Another points 

out a word. Child returns and guesses. Cla.-is answering, 
"Yes" or "No, it isn't." 

2. Place a number of cards in the front of the room on the ledge. 

Teacher throws bean bag to a child. He must tell what is on 
the first card. Then throw bag back to the teacher. 

3. Matching goods. Write a number of words on the board. Have 

the same words on flash cards. Children match words. 

4. Words on cards. Hide the cards around the room in various 

places. If a large room, send a few to find the cards. The one 
who gets the most cards and is able to tell them wins the game. 
i>. Visiting: Take a card to some child and say ■"How do yon do, 
'bread?' " Child answers, "How do you do, 'little?' " 

6. Grocery store: Cards on the Plymouth Chart. One child is 

groceryman. I want to buy pig. Give word card 'pig' to the 
child. 

7. Spider and Fly. Have children in a circle or semi-circle. Each 

child has a card which he holds against his waist. One child 
is in the center. If the child can guess the word he gets the 
child holding the card as a fly in his web. 

8. Wounded soldiers. Have class stand. Teacher holds the cards. 

If a child doesn't know a word in his turn he must take his 
seat. He is a wounded soldier. If one child knows all the 
cards he is a general. 

9. Jerusalem. One card en each desk. A row stands and skips 

around the row as the teacher sings. When she stops they 
must sit. Then they must tell the card on the desk where they 
sit. Short time in skips and many stops are desirable. 

10. With words on the ledge call on child to tell the w^ord after and 

before any word teacher names. 

11. Play teacher. Let one child be the teacher, and call words for 

the other children to select from the Plymouth Chart. 

12. Picture gallery. Cards on ledge. See who can name all the 

pictures. 

13. Race with two children. Cards on ledge. Child at each end. 

See which one gets to the center first with more cards. 

14. Children in a circle. Teacher goes around the circle quickly. 

Anyone who misess his word must go in the center, if the one 
in the center can give a word before one in the circle can, he 
can exchange places with one in the circle. 



120 COURSE or STUDY FOR PRIMARY GRADES. 

15. Two Straight lines facing each other. First one child in one 

line says a word then the one in the other line says a word. 
If a child misses he goes to the end of the line. See who are 
at the heads of lines at the end of the game. 

16. Have cards on Plymouth Chart. After drilling on words, have 

one child tell a sentence, another one points to the words mak- 
ing the sentence. 

17. Have the children form a circle. Stand in the center with a 

number of cards. Turn quickly to some child and hand him 
the card. If the child misses he sits on a little chair and 
studies it. Continue playing and whoever remains in the circle 
the longest wins the game. Then teacher drills those children 
who have missed words on the words they missed. 

18. Write words on cards. Play drop the handkerchief. Drop cards 

behind two or three children. Then say beef steak is burning. 
Run, tell the word. 

19. Have the children sit in a semi-circle in red chairs. Have one 

child stand behind the chair at the end of the semi-circle. 
Teacher holds a number of cards. The child in the chair tries 
to say the words before the child standing behind him says it. 
If the one standing says it 'first he goes to the next chair, etc., 
until he gets around the circle. If he misses he sits in the 
chair and the one sitting who told the word quicker takes his 
place. 

20. As you put the cards in the Plymouth Chart each child tells a 

card. Have the children stand. Teacher points to the cards 
each child answering in turn. If the child knows the word he 
may sit. 

21. Race with cards in the Plymouth Chart. Two children in the 

race. Children take cards as teacher names them. The one 
who gets the more wins the game. (Children not getting any 
cards must be given special drill after the game.) 

22. Race with cards in the Plymouth Chart. Have two- children in 

the race. Children may take all the cards they know. See who 
gets the greater number of cards. 

23. Teacher holds the cards to be drilled upon. Race with cards. 

Have two children say the words. The one who gets the 
greater number of cards wins the game. (If teacher turns the 
cards from the back of the pack each child will have a fairer 
chance.) 

24. Secrets: Have the cards on the Plymouth Chart. I am going to 

tell you a secret. Teacher whispers a word to one child. That 
child finds the word on the list and then whispers another word 
to another child who must point to the word whispered to him 
and then whisper another to another child, etc. 

25. Stepping Stones: Word cards placed on floor to represent the 

brook. See who can get across the brook by naming each word 
as he slips near it. 

26. Put the words in the Plymouth Chart one at a time. If the 

children know the words, have them fold their arms, or put 
hands on shoulders and stand behind chairs. 

27. I see it: Teacher calls a child to her and shows him a card. 

Then she shows all the cards, one at a time, to the class. When 
he comes to the card she showed, the child says, "I see it." 
Then whole class gives the word. (This is best used when 
only a few hard words are being drilled upon.) 

28. Grab bag: Have cards placed face down on teacher's lap. Each 

child in turn takes a card and tells what it is. 

29. Merry-go-round. Cards on the ledge. Children form a circle in 

front and back of chairs. Each child in turn names the next 
word and takes the card as the circle turns around. If he 



WORD STUDY — DIIILL GAMES. 121 

misses he drops out. Circle should go rather fast. (Those who 
drop out must be worked with after game for a few minutes.) 
30. Give each child a card. Name them. If each child knows his 
card pass it to the one on the left. Repeat several times. 
Those not passing the cards and therefore not knowing them 
are whispered to and helped. Then game is repeated. All must 
tell the card they have at the end of the game. 

B. Blackhoai!!) Diai.L Games. 

1. Draw a picture of an apple tree with apples on it. Write words 

on the apples. Put initials on the apples if child climbs the 
ladder under the tree. 

2. Telephone Man: Draw telephone pole with spikes up the side 

with words on the spikes. Put initials on a flag at top of pole 
if child climbs to the top by being able to say all the words. 

3. Secrets: Write a number of words on the board. I am going to 

tell you a secret. Whisper a word to a child. Child in turn 
finds a word from the list and whispers it to another child. 

4. Telegraph: Draw a picture of a telegraph wire. Draw birds on 

the wire. See how many you can catch. Erase and tell what 
was erased. First send message by knowing them. 

5. Dumb Crambo: Write a number of words on the board. One 

child is sent into the hall. Another points to a word. Child 
returns and guesses, class answering "Yes" or "No." 
ti. Croquet: Write words on arches. Write the child's initials on 
the last post if he gets all the words right. 

7. Write a number of words on the board. Shooting words. Have 

a pointer for a gun. 

8. Fishing words: Draw a fish on the board. Write words on the 

fish. Call for certain words. Let children fish for the words. 

9. Visualize a column of words. Rub out and tell. Erase a word. 

Class turns and tells what has been rubbed out. 

10. Have two columns of words, one script and the other print. Do 

not have words opposite each other. Have two children run a 
race. Teacher calls out a certain word. See which child will 
get it first. (Have printed words on cards in the Plymouth 
Chart.) 

11. Draw a circle and write words around the circle. Teacher says 

"Tick — Tack — Toe," etc. When you are finished, a child must 
touch a word and tell what it is. 

12. Draw snow balls on the board. Write a word by each. Child 

throws a bean bag at the board to see what word he hits. 
"Come and find the snow ball that I call." 

13. List of words on the board. Sentences with blanks. Child must 

find the right word for the blank. 

14. Stepping Stones: Irregular circles on the board. See if the child 

can go through without missing a word or that is stepping off. 

15. Words on the board. Railroad track on the board. St. Louis 

and stations. Get off at station and study the word. Fast 
train from Springfield to Chicago. Name all the words with- 
out missing. 
IG. -Merry-go-round: Write a word opposite each spoke of the wheel. 
If a child can name all the words on the wheel, write his 
initials on the wheel. 

17. Draw a number of candles on the board. Write words on the 

candles. See how many he can blow out. 

18. House on fire: When you call a word that is in the house, child 

runs and erases the word quickly. 

19. Name words before and after certain words that are in a column 

on the board. 



122 COUIJSE OF STUDY FOU I'KIMAllY GRADES. 

20. Play ball: If the child can name a column of words throw the 

ball in the air. (IB.) 

21. Apples on a tree. Knock them off. 

22. Draw a ladder. Write a word on each round. Have a child climb 

the ladder. 

23. Tell a story with the words on the board in it. When you come 

to the word on the board in the story, liave a child point to it. 

24. Have a child say a word and the other child point to it. 

25. Go to sleep. Erase a word. Have one child tell what it is. 

26. Write a number of words on the board. Call for a certain word. 

Rub through a word with side of crayon. 

27. Draw a circle on the board. Write words around it. The child 

takes the pointer and with eyes shut moves around the circle 
with pointer, while children say, "Hickory, dickory, dock," etc. 
When the children stop, the child at the board points to a word. 
Call on some one for it or the child with tlae pointer. 

28. Write one word on the board at a time. If they know the word, 

have them fold their arms, put hands on ears, on shoulders and 
stand. 

29. After drilling on the words, have one child tell a story, another 

point to the words. 
oO. Draw a number of lanterns on the board and write words on 
them. Light all the lanterns with one match, that is, name all 
the words. 

31. Draw an engine house and a house on fire. See how quickly you 

can make the trip to the burning house by naming all the words. 

32. a. Seats: Place words in Plymouth chart in columns. Ask, 

"Where does 'help' sit? Who sits behind 'she'? Who sits 
in front of 'sJie'f 
b. Draw a picture of a street car. Draw the seats and write 
two words on each seat. Enter the car and speak to the 
people. Who is sitting with ate:! Who sits in front of 
door? Go to sleep. Erase, awake and see who gets off the 
car. 
■ 33. Tents on the board witli words beside them. Name the Indians. 

34. Draw balloons on the board with words on them. Buy balloons. 

35. Have a large square on the board, with words around it. Walk 

around the block by naming the words. 

36. Draw a pipe and bubbles en tire board. See how many bubbles 

you can blow. 

37. Tight rope. Words on the wire. If you miss, you fall off. 

38. Draw boxes on the board. Tell the children they are .Jack-in-the 

box if they know the words on tlie boxes. 

39. Draw tops on the board with words under them. Spin tops by 

naming the words. 

40. Big circle for target. Arm two children with pointers for guns. 

See who can shoot first and name words. 

41. Draw a fish pond. See who catches the most fish by naming the 

words. 

42. Draw a barn with yard surrounding it. Name the animals in the 

yard by namiiig all the words. 

43. Draw jacks on the board with words beneath. If they name the 

words they pick up jacks. 

44. Draw trees on the board. Write words underneath. Cut down 

trees by naming words. 

45. Draw a ladder on the board with a paper envelope pasted at the 

top of the ladder. Write the words on the rounds. The children 
who climb to the top of the ladder go in the hall at the end of 
the word drill period and take the envelope to see what is in 
it. (Have in it a colored picture, a note of praise or a few 
tiny candies to eat.) 



I'llOXU'S — FIK'ST (iiJADi:. 123 

4G. If word drill includes twelve words, write the words tar enough 
apart so each child can stand with his back to the board. Write 
words high enough to be over the children's heads. Teacher 
chooses thii'teen children to stand in front of the red chairs 
opposite the board containing words. At the signal from the 
teacher, each child tries to run to a word he recognizes. Of 
course, one child will be left and he is "It." So he passes along 
facing the words on the board. U he can say any child's word 
before the child standing in front of it, he takes the child's 
place and the other one is "It." 



C. Seasonal Devices for Word Study. 

1. Falling leaves: Write a number of words on paper leaves. 

•Throw the leaves in the air. Cliildren scramble to see how 
many each one can get. Each child must be able to tell his own 
words. 

2. Santa: Tell what is in his bag. Write a number of words on 

cards. 

3. Write words on turkeys. 

4. Valentine box. Write words on hearts. 

5. Write words on kites. Fly kites in the air. Have each child 

grab for one telling you the word. 

6. For Easter write words on chickens. Place them on a little 

chair. Have one child call a word. Another one run and get 
the chicken with that word on it. 

7. Write words on Easter lilies. Play store. Have one child for 

the florist. The other children will buy the lilies. Whatever 
word the child asks for, the florist will give him the lily with 
that word on it. 

8. Write words on Easter eggs. Have one child hide the eggs in 
. different parts of the room while the other children go to sleep. 

After the eggs are hidden, have the children awake and hunt 
for them. Have each child bring you an egg and tell you what 
word is written on it. 

9. Words on back of rabbits. Have a little chair with straw on it 

for their nest. Have one child call a word, another one get the 
rabbit with that word on it. 
10. May pole dance with Avords. 



phonics: 

First Grade. 
L Aims: 

1. To secure good clear enunciation. 

2. To begin independence in word getting. 

3. To enable the child to hear and reproduce sounds correctly. 

4. To give the child pov/er to build new words from known separate 

sounds. 

5. To give the child a knowledge of the sound value of each letter 

and so lay the foundation for spelling simple, truly phonetic 
words. 

6. To promote accurate pronunciation and so free the speech from 

words mispronounced and from provincialisms. 



124 



COURSE OF STUDY FOR PRIMARY GRADES. 



II. Materials: 



A. Equipment. 

1. Winston phonic cards. 

2. Charts typed by teachers. 

3. Plymouth Chart. 

4. Word lists. 

B. Work to be accomplished. 





IB Geade. 




c cat 


s some 


V voice 


P pig 


h hen 


at cat 


m me 


f fox 


in 


w will 


n noise 


an 


1 little 


k kettle 


old 


g goat 


d dog 


eat 


b boy 


y you 


all 


r rabbit 


s woods 


it 


t to 


j jump 





IB Grade Word Lists for Phoxetic Drill. 
These words occur in the Winston Primer. 



c. 


p. 


m. 


cat 


pig 


me 


cut 


pecked 


make 


came 


pot 


my 


candle 


peas porridge 


meow 


catch 


pan 


made 


could 


put 


met 


can 




mouth 


caught 




mouse 


cow 




middle 


cold 




morning 

meat 

milk 


w. 


1. 


g. 


will 


little 


goat 


would 


lived 


goose 


want 


looked 


go 


wanted 


lighted 


got 


wee 


lives 


get 


woman 


let 


gave 


was 


leaped 


goes 


went 


lay 


give 


woodpecker 


lying 


Goldenhair 


waited 


light 


girl 


water 




good 



way 

were 

wake 

waiting 

windows 

walked 





PHONICS — F 


b. 


big 


boy 


bit 


bake 


baker 


began 


bear 


bed 


bears 


but 


bowl 


boo 


beds 


back 


r. 


buy 


rabbit 


bought 


ran 


bite 


run 


beat 


rat * ■ 


burn 


rope 


been 


rolled 


butcher 


red 


s. 


h. 


same 


hen 


some 


hare 


said 


hay 


soon 


hard 


so 


hot 


sixpence 


he 


see 


hiss 


saw 


had 


seen 


home 


sitting 


house 




heard 




her 




hill 




him 




his 




head 




hang 




have 




here 


n. 


k. 


noise 


kettle 


not 


kill 


nothing 




near 




nose 




now 




nine 




never 




name 




night 




y. 


V. 


you 


voice 


yes 


visit 


s. 




woods 




bowls 


at cat 


days 


that 


eyes 


fat 


lives 


fatter 




sat 



FIRST GRADE. 



125 



roll 

rapped 

right 

t. 

to 

table 

till 

tonight 

together 

time 

tail 

too 

tasted 

tight 

f. 

fox 

found 

for 

fox's 

five 

fat 

fatter 

fine 

first 

farmer 



d. 

dog 

did 

down 

do 

day 

dinner 

door 



J. 

jump 
jumped 
just 



into 

dinner 

window 

think 

pin 



126 



COUKSE OF STUDY FOI! PEIMAEY GRADES. 



an ran 


eat 


wheat 


began 




beat 


and 




meat 


candle 




eating 


an 






man 






pan 






jld cold 






it sit 






sitting 






bit 







all called 
falls 
tall 
wall 



lA Gi!ADE Work to be Accomplished. 
Keep IB work reviewed and work for greater application of all work. 



ill will 
ot got 

ut but 
ear near 

ay day 

et met 
ick stick 

en hen 
ake make 

un run 

ail tail 
ing eating 

ed bed 

ell tell 



ch chair 

sh she 

bl blow 

cl cluck 
fl flew 

gl 

pi please 

si sleep 

br breakfast 

cr cry 

dr 

fr 

gr grass 

pr 

tr tried 

sc 

sk 

sm small 

sn 

sp 

st star 
spr 
str 



lA Ghade. Wohi) Lists for PHorsETic Drill. 
These words occur in the Winston First Reader. 



ill will 
hill 
still 
kill 
till 
Jill 
mill 
miller 

ear ear 
near 
dears 

ick stick 
pick 
sick 



ot not 
pot 
cotton 
got 



ut but 
button 
cut 



ay day 




et get 


may 




let 


lay 




net 


en hen 




ake bake 


(wh) 


en 


baked 


end 




make 



I'lIONU'S — FIKST (il.'ADK 



127 



uu under 


ing 


pudding 


ing 


king 


all pail 




nothing 




hoeing 


tail 




crowing 




doing 


ing sewing 




crying 




dreaming 


sing 




carrying 




drying 


something 




morning 




eating 


sting- 




looldng 




evening 


planting 








boiling 


ed bed 


ell 


yellow 


ch 


chain 


ell well 




tell 




children 


fell 










sh shine 


bl 


blow- 


cl 


cloud 


she'll 




blue 




clock 


she 




blows 




clever 


sheep 




black 






should 




blackberries 






shoes 










shed 










fl flew 


gl 


(none) 


Pl 


please 


floor 








play 


flour 








played 


Flopsy 








playmate 

plum 

planting 


si slowly 


br 


broke 


dr 


dry 


slam 




bridge 




drying 


slammed 




breakfast 






sly 




l3rooni 






slipped 




bright 






sleep 










fr from 


gr 


greedy 


pr 


princess 


friend 




gray 






frightened 




great 

grass 

grow 

grew 

green 

grown 






tr troll 


sc 


score 


sk 


(none) 



tr troll 


sc score 


sk (none) 


trip 






trap 






trunk 






sm small 


sn snap 


sp si)lash 




snappety 


speak 




sneezed 




St stairs 


spr (none) 


str street 


steps 




streets 


star 






stones 






stool 






stone 






stopped 






stand 







III. Method: (See plans later in this chapter.) 

IV. Test of Proficiency: 

In first grade children are to be held responsible for separate 
phonograms taught and the application of these phonograms to 
words already taught. Short frequent tests involving the sepa- 



128 COURSE OF STUDY FOIl PEIMARY GRADES. 

rate sounds should be given to individuals. One or two children 
may be tested at the end of each lesson. They should also be 
tested frequently for speed and accuracy in naming lists of old 
words containing the phonograms and other phonic elements 
taught. 

A standard will be worked out later showing the accuracy and time 
which is to be our ultimate goal. 

The children should be able to hear sounds and reproduce them 
accurately and recognize them in written or printed words. 

They should have developed some ability in applying their phonic 
knowledge to new words and to sound new words which contain 
no element which has not been previously taught. 



Second Grade. 
/. Aims: 

All the aims given for first grade are applicable in the second grade 
and should be kept in mind. The following are some further 
aims. 

1. To give the child power to rediscover forgotten words. 

2. To increase the child's independence in word getting. 

3. To increase the child's power in applying old sounds taught 

in first grade as well as the new sounds taught in this 
grade. 

4. To increase the child's ability to spell without previous 

study truly phonetic words. 

5. To begin in a small way the study of diacritical marks. 

II. Materials: 

A. Equipment. 

1. Winston cards. 

2. Plymouth chart. 

3. Charts typed by teacher. 

4. Word lists. 

5. Handbooks with words incorporating phonic elements. These 

are words which are found in our Winston readers. The 
books are to be printed later. 

B. Work to be accomplished. 



2B Grade. 

Keep all phonics previously taught well reviewed and hold the 
the children responsible for greater application of this work, 
ight night th that ar market 

ack back wli white ee see 

ow cow qu queen g ginger 

er her sw sweei a cat 

ou out th thing a ate 

or for c mice e met 

ur hurt u but e he 

ew dew u i bit 

ir girl y my y Billy 

aw saw 00 too i I 

o not 
go 



PHONICS — SECOND GRADE. 



129 



2B GiiADE Woiu) List i or Phonetic Dimll. 



These words occur in the Winston Second Reader, 



ight 


ack 


ow 




crowd 


frightened back 


now 




flowers 


night 


crack 


flowers 


town 


might 


blackbir 


d bower 


down 


right 


tracks 


bow 




drowned 


bright 


packet 


how 






light 


quack 


brown 




tonight 


crackles 


powdering 




delighted backwai 


•d bow 


wow 




sight 


Jack 


bowed 






blackbirds owlet 










frowned 




er 










after 


prettier 


stronger 


summer 


number 


butter 


rivers 


wondered 


winter 


numbers 


dinner 


brothers 


wonder 


slippers 


owner 


ever 


bigger 


wherever 


silver 


overtake 


water 


bother 


serve 


covered 


safer 


clover 


farther 


everything 


yesterday 


over 


ordered 


farmer 


warmer 




father 


other 


miller's 


matter 




master 


under 


person 


servants 




together 


another 


travelers 


finger 




forever 


better 


different 


whether 




paper 


daughter 


herself 


clerk 




never 


fingers 


hotter 


faster 




bower 


gutters 


nearer 


flowers 




flower 


sister 


river 


fever 




ou house 


or for 


iir 


turnips 


mouth 




morning 




burn 


ground 




tortoise 




burned 


mouse 




or 




church 


clouds 




forever 




hurry 


hour 




fork 




hurried 


thousands 


nor 




hurts 


housetops 


sailor 




surprised 


shout 




stored 




turn 


ourselves 


short 




turned 


sound 




forget 




surface 


without 




forgotten 




churning 

hurting 

nurse 


ew dew 


i 


ir sir 


aw 


claws 


new 




girl 

dirt 

birds 

whirling 

birdhouse 

twirling 

twirled 

third 




thaw 
draw 
drawn 



30 couPiS] 


E OF STUDY POi; I'lilMAEI 


GIIADES. 


th that 


wh white 


qu queen 


mother 


who 


quack 


there 


where 




their 


what 




they 


when 




them 


why 




then 


which 




this 


whipped 




bother 


wherever 


- 


those 


whether 




brothers 


whistle 




than 


whale 




these 






other 






thee 






either 






without 






sw sweet 


th thing 


c mice 


swam 


thank 


nice 


swelled 


throw 


once 


swing 


threw 


pieces 


swim 


death 


piece 


swiftly 


mouth 


city 




thin 


fierce 




something 


princess 




things 


face 




tenth 


faces 




thrown 


surface 




thought 


prince 




thanking 


palace 




everything 


lettuce 




path 


medicine 




thirsty 


notice 




thrush 


decided 




plaything 


receive 




thaw 


race 




thanked 






mouth 






third 






three 




Short u. 






but 


unkindly 


trust 


bundle 


understand 


ugly 


butter 


unhappy 


grumbled 


jumped 


hundred 


stumble 


huff 


running 


tugged 


huffed 


spun 


thrush 


puff 


strut 


mud 


puffed 


luimraing 


cup 


funny 


husband 


gutter 


punish 


funniest 


begun 


insulted 


cut 


hunt 


number 


plums 


hunter 


suspected 


shut 


supper 


trusted 


duck 
cunning 


such 


Long u. 






cure 


true 


use 



rilOKlCS — SECOND GRADE. 



131 



y like long i. 




good-bye 


sky 


why 


dying 


fty 


by 


Short a. 




had 


back 


and 


am 


Blacky 


glad 


man 


hands 


have 


pantry 


rapped 


plant 


at 


planted 


Black's 


than 


angry 


sad 


apples 


black 


an 


has 


ran 


hang 


that 


happen 


sat 


another 


swam 


crack 


cannot 


thanking 


can 


ladder 


carry 


perhaps 


shall 


happened 


family 


candy 


splash 


traveled 


fat 


travelers 


as 


drag 


catch 


dragging 


sprang 


cattle 


happy 


magpie 


attic 


patted 


cat 


•sparrow 


began 


wrap 


trap 


crackles 


animal 


land 


rabbit 


rattle 


hatchet 


can't 


thank 


matter 


rap 


cap 


bad 


sparrows 


candies 


blackbirds 


packet 


landlord 


quack 


bade 


narrow 


thanked 


bank 


castle 


answer 


palace 


man 


gladly 



my 
lying 



trap 

grandmother 

arrows 

tracks 

flat 

Granny 

carrots 

bag 

Anthony 

plank 

Caroline 

stand 

hat 

damp 

brambles 

understand 

snap 

scrambled 

latch 

managed 

drank 

unhappy 

shaggy 

Andrew 

Jack 

grandma 

coachman 

blanket 



companion 

happily 

Elf-man 

Ann 

sang 

marry 

husband 

married 

flax 

rapping 

pieman 

saddle 

cabbages 



133 





COURSE UF STUDY POU 


rill.UAilY GltADES. 


Long a. 






names 


makes 


stableboy 


make 


plate 


stable 


made 


table 


exclianged 


came 


changed 


baked 


ate 


slave 


lasted 


take 


laden 


ashamed 


shaking 


snowflakes 


name 


game 


angels 


taste 


paper 


faces 


whale 


gave 


rake 


grazing 


hated 


flame 


overtake 


shake 


change 


gate 


cake 


named 


graze 


safe 


face 


safer 


place 


rake 


race 


lazy 


flame 


able 


became 


danger 


Janie 


shade 


same 


behaved 


placed 


taken 


ached 


takes 


cage 


potato 


maple 






awake 






late 






Short e. 






sent 


held 


bed 


them 


plenty 


leg 


met 


neck 


rested 


yes 


kennel 


princess 


then 


step 


dress 


let 


nest 


kept 


get 


best 


slept 


wet 


honest 


decks 


set 


forest 


himself 


went 


never 


herself 


next 


red 


myself 


kettle 


hen 


whether 


fell 


ten 


except 


well 


tend 


guess 


sell 


seven 


Ned 


tell 


exchanged 


Henry 


end 


shelf 


fresh 


edge 


led 


lettuce 


enemies 


closet 


empty 


ever 


blanket 


left 


eggs 


packet 


hedge 


else 


help 


shed 


every 


yellow 


fed 


very 


stem 


' 


Long e. 






he 


belong 


reward 


me 


be 


eleven . 


she 


enough 


fever 


before 


even 


decided 


because 


evening 


people 


began 


eve 




beside 


we 







niONICS— 


Short i. 




since 


give 


think 


river 


still 


imp 


ill 


bring 


sick 


lived 


thing 


bills 


window 


killed 


drink 


this 


wished 


picked 


miller 


sit 


live 


fit 


silk 


it 


river 


ditch 


skin 


tricky 


wink 


pig 


spin 


kissed 


thin 


with 


wished 


will 


middle 


sticks 


king 


bricks 


hid 


in 


nibble 


dinner 


chick 


six 


Jjong i. 




nice 


wise 


time 


high 


live 


like 


climb 


mine 


fire 


lion 


cried 


fine 


died 


mice 


tried 


ripe 


tired 


mind 


spire 


die 


while 


side 


tied 


vine 


bite 


shine 


wide 


kind 


pie 


tiny 


y like short 1. 




Billy 


tiny 


angry 


easy 


carry 


cherry 


plenty 


fairy 


hungry 


body 


bushy 


merry 


happy 


funny 


every 


sorry 


pantry 


duty 


lazy 


heavy 



-SECOND GEADE. 



133 



cling 

bigger 

did 

slip 

bit 

rich 

which 

will 

lift 



filled 

hill 

little 

wings 

think 

him 

his 

kick 

v/ind 

sing 



white 

ride 

ice 

drive 

hired 

Vvhite 

line 

lie 

find 

miles 

smile 

q-uite 

prize 

spite 



shaggy 

Neddy 

lady 

plenty 

thirsty 

empty 

early 

only 



134 



4 COUR 


SE OF STUDY FOT! 


rni]\[AI!Y GTiADES. 


Long 0. 






so 


holding 


hoped 


go 


stones 


almost 


no 


shone 


whole 


home 


old 


before 


oh 


cold 


snow 


know 


sold 


show 


ago 


gold 


nose 


blow 


golden 


own 


don't 


also 


owner 


those 


closer 


broke 


told 


chosen 


more 


only 


spoke 


nobody 


grow 


roses 


bone 


throw 


shore 


rope 


drove 


clothes 


post 


roll 


rode 


both 


rolled 


pony 


alone 


over 


stove 


lonely 


open 


stole 


stroke 


opened 


stolen 


stroked 


hold 


hope 


potato 


Short 0. 


pot 


top 


of 


hopped 


rock 


not 


stopped 


body 


on 


hot 


fog 


upon 


pod 


frosty 


got 


shot 


John 


forgotten 


blossom 


doctors 


potful 


fond 


locked 


cannot 


robin 


wobble 


ox 


tossed 


cottage 


off 


tossing 


trotted 


stop 


frog 


donkey 


hop 


bottom 


rotten 


bother 


promise 


holiday 


pond 


lost 


anybody 


fox 


crocodile 




00 too 


ar market 


farmers 


roof 


largest 


garlands 


choose 


lark 


harmed 


roots 


larger 


harness 


soon 


darted 


harnessed 


cool 


barked 


marked 


room 


sparkled 


marking 


shooter 


barking 


marbles 


stool 


bark 


farm yards 


foolish 


barn 


start 


food 


cart 


harm 


roofs 


large 


far 




farm 


mark 




started 


sharp 




starved 


hard 




dark 


hardly 



riTONICS SECOXD GI^ADE. 



135 



seeds 


hee-haw 


feet 


cheered 


need 


week 


weeds 


queens 


between 


street 


cheeks 


bees 


sleek 


sweet 


seems 


green 


heels 




hedge 


cabbages 


larger 


George 


danger 


gentle 


exchanged 




2A Gbade. 





ee see 
three 
tree 
free 
sleep 
peep 
keep 
cheese 
sees 

g ginger 
large 
edge 
largest 



Besides the review work which is very important the following 
new work is to be accomplished: 
Markings : 

a cat 

e met 

i it 

o not 

u but 

y Billy 

a ate 

e he 

i I 

o go 

u 

y my 
CO cook 



air fair 
oy boy 
oi boil 
ea teach 
ai chain 
au because 

aught taught 

ie pie 

ly friendly 

oa boat 

ow bow 

ong long 

ought thought 



Rules : 

1. Final e makes the preceding vowel long. 

2. Usually in words having two vowels together, the first vowel 
or name letter is long or says its name while the second vowel is 
silent. 

Note: Use, with markings, the same word lists as are given for 
the 2B grade, to teach the long and short vowels. 

Additional word lists for phonetic drill in 2A Grade, 
oo cook took foot 

brook roofs shook 

looked stood book 

crooked good 

woods 



air hair 
fair 
air 
stairs 
chairs 



oy boy 



oi pointed 
noise 
boil 
moist 



ea clear 
speak 
teach 
mean 
leave 
eating 



ai chain 
chair 
maiden 
pail 
afraid 
• wait 



au because 
taught 
caught 
daughter 



136 



COUKSE OF STUDY FOR PFvIMAKY GRADES. 



lean 

treating 

deal 

lead 

stealing 

eaten 

easy 

reach 

beat 

reached 

treated 

neat 

pleased 

scream 



plain 
pailful 



jht taught 


ie pie 


ly 


family 


daughter 


cried 




friendly 


caught 


died 




only 




tried 




hardly 




die 




early 




tied 




ugly 




magpie 




partly 




pot pie 




gladly 




lie 




slightly 




pie man 




kindly 




tie 




quickly 
suddenly 
unkindly 
proudly 


oa toad 


ow bow 


ong 


long 


boat 


blow 




along 


coal 


know 




belong 


load 


throw 






whoa 


low 






roadside 


row 






road 


grow 


ought 


; thought 


charcoal 


window 




bought 


grey coat 


yellow 




brought 


oat 


arrow 






roared 


snow 






floating 


show 






loading 


fellow 
tomorrow 






. Metiioj): (See ] 


plans later in this chapt 


er.) 





III 

IV. Test of Phoficiency: 

The teacher should give frequent individual tests at least once a 
month. These tests should include three points. 

1. Separate phonetic elements which have been taught. 

2. Mixed lists of old words. 

3. Mixed lists of new words tohich do not tjiclude any phonic 

element tohich lias not already heen tanght. 

One hundred per cent accuracy and a high rate of speed 
should be the end towards which we are working. A 
greater ability in independent application of phonic knowl- 
edge should be expected. 

We have not as yet formulated any plan to test the child's 
phonic knowledge or proficiency in applying phonic knowl- 
edge. We shall try to do so later. 



I'HONICS — THIKI) OKADi;. 137 

Tiiiiu) GuAuE. 



I. Aims: 



The teacher should keep in mind the aims previously stated for first 
and second grades for they are equally in force in this grade. 
The special aims for phonics in this grade are as follows: 

1. To help in syllabication. 

2. To give the child confidence in his ability to master the 

mechanics of reading and the sense of mastery over the 
printed page. 
;;. To lay a foundation for the future use of the dictionary by 
teaching some of the diacritical marks. 
The chief emphasis in the third grade should be placed on 
the silent application of all the phonic elements in word 
mastery. 

II. Materials: 

A. Equipment. 

Same as in first two grades. 

B. Work to be accomplished. 

Review all the phonics previously taught and work for inde- 
pendent application of this phonic knowledge. 

3B. Phonograms — Markings. 

ph physician ea death 

ex except a ask 

ung stung c 

ish foolish ' c 

ang sprang al always 

kn know ad admit 

wr written be began 

ed kissed de delight 

ed leaned en endure 

ed planted re return 

are share un under 

ful beautiful 
ing coming 
less useless 

1. C is hard before a, o, u at the beginning of a word. It is soft 
before e and i. 

2. K is silent before n. 

3. Most words add 'ing' without changing the spelling. Short 
words ending in a consonant preceded by one vowel usually double 
the final letter and add 'ing.' Short words ending in 'c' in-eceded 
by a consonant drop the final 'e' and add 'ing.' 

3B. Word Li.sts i'or Phonetic Drill. 

These words occur in the Winston Third Reader. 

ph physician ung hungry ish foolish 

hunger 

ex except young ang sprang 

extra hung sang 

exposed sung hang 

extend slung angry 

excellent stung angrily 

expect sprung 

exclaimed rung 

exactly 



Bules : 



13S 



COURSE OF STUDY FOR PRIMARY GRADES. 



excused 
excited 
express 
explain 



kn knives 
knife 
knocking 
known 
knoclc 
knight 
know 
knew 



are care 
declare 
dare 
spare 
bare 
aware 



wr wretch 
written 
writing 
wrong 
wraps 
wrote 
wreath 



ea dead 
feather 
meadow 
pleasure 
pleasant 
bread 
ready 
head 
spread 
meant 
death 
instead 
read 
threaten 



a ask 
papa 



ed (d) 

answered 

blamed 

cried 

called 

cleared 

covered 

changed 

curled 

drowned 

followed 

frightened 

gnawed 

lived 

played 

puzzled 

supposed 

seemed 

surprised 

screwed 

tired 

turned 

scattered 

trembled 

tugged 

toppled 

allowed 

begged 

replied 

rolled 

pulled 

gathered 

raised 



piled 

returned 

screamed 

trembled 

carried 

dragged 

fastened 

showed 

seized 

desired 

exposed 

hurried 

joined 

killed 

learned 

named 

refused 

saved 

troubled 

trained 

ashamed 

believed 

good natured 

loved 

pleased 

sighed 

wandered 

alarmed 

crawled 

entered 

fattened 

filled 



hammered 

managed 

supposed 

declined 

mused 

agreed 

cared 

happened 

traveled 

aroused 

disturbed 

covered 

sobbed 

admired 

allowed 

appeared 

combed 

changed 

excused 

lined 

married 

offered 

sailed 

tired 

annoyed 

discovered 

gazed 

received 

ruled 

settled 

stayed 



nioxics — TiriiM) ckadi 



139 



ed (t) 

chirped 

dressed 

disliked 

finished 

jumped 

laughed 

looked 

liked 

leaped 

locked 

stepped 

squeaked 

stretched 

slipped 

ed (ed) 

decided 

wanted 

invited 

lamented 

petted 

shouted 

floated 

commanded 

loaded 

darted 

fitted 



touched 

unlocked 

walked 

worked 

asked 

passed 

splashed 

astonished 

promised 

clapped 

hopped 

peeped 

escaped 

picked 



lifted 

spotted 

acquainted 

butted 

contented 

consented 

enchanted 

lighted 

repeated 

waited 



pecked 

stuffed 

watched 

dashed 

kissed 

thanked 

raced 

danced 

helped 

touched 

wished 

propped 

remarked 



planted 

hooted 

started 

excited 

faded 

gilded 

permitted 

ragged 

treated 

interested 



al although 
always 
also 

altogether 
almost 



ad adventures 
added 
advise 
advice 
admired 



be because 
before 
became 
beside 
behold 
behind 



de decided 
declared 
desired 
decide 
decides 
delight 
declined 



re remains 
refused 
return 
received 
remind 
remarked 
receive 
rejoiced 
respect 
repeat 
reply 
remarkable 



un until 
untidy 
under 
unlocked 
unless 
unkind 
unhappy 
unlucky 
unkindly 
unable 

uncomfortable 
unfriendly 
unfortunately 



ful careful 
wonderful 



watchful 
beautiful 



sorrowful 
thankful 



ing boiling 
bounding 
burning 
beating 
drinking 
eating 
hanging 



willing 

Avaiting 

doing 

knocking 

playing 

clustering 

cnirping 



quacking 

scampering 

feeding 

remembering 

warning 

hunting 

trooping 



140 



1 COURSE OF STl'DY FOK riir.MAUY GRADES. 


howling 




carrying 




awakening 


looking 




cooing 




kissing 


nibbling 




finding 




watching 


remaining 




fighting 




wishing 


rolling 




laughing 




wandering 


smelling 




lifting 




helping 


singing 




opening 




watering 


tightening 




peeping 




blessing 


toasting 




resting 




charming 


holding 


' 


talking 




following 


killing 




building 




missing 


calling 




crowing 






ing (after consonant prec 


eded by ing 


(final t 


! dropped) 


one 


vowel) 


coming 




getting 




trembling 




letting 




hiding 




running 




grumbling 




sitting 




mal^ 


:ing 




dropping 




dancing 








spai 


■kling 




c curled 


carrying 


colored 




complained 


cuddled 


cooing 


occurred 




tobacco 


cozy 


music 


respects 




canary 


cast 


company 


I'escue 




current 


companions 


colt 


rascal 




canal 


consented 


calling 


actually 




reflected 


excused 


cool 


caps 




subjects 


escaped 


cupboard 


couple 




cottage 


compel 


course 


conclusion 


I 


account 


pancakes 


caught 


cowshed 




collected 


coach 


because 


cackle 




uncomfortable 


cock 


coal 


cold 




peacock 


carpenter 


came 


cunning 




Mercury 


couch 


corner 


accustom 




cow 


cave 


could 


conduct 




conquered 


cared 


cook 


core 




continent 


welcome 


careless 


capered 




discovery 


catch 


cannot 


colors 




magical 


cut 


can't 


commands 


>d 


castles 


second 


come 


candle 




costly 


cousins 


cat 


collar 




carding. 


contain 


called 


cured 






countryside 


covered 


comb 






comfort 


couldn't 


covers 






c peaceful 


surface 


medicine 


disgrace 


notice 




noticed 


ceased 


piece 




force 




cities 


pounce 


certai 


inly 


receive 


since 




balances 


rice 


rwice 




penci 


1 


danced 


mice 




pieces 


place 


nicest 




officei 




force 


decided 


rejoic 


■ed 


once 


cellar 




faces 




palace 


cider 




places 


received 


saucers 


saucy 




center 


Slanced 


obedience 


decides 


dance 




fierce 




silence 


force 




certai 


in 


advice 


graceful 







rilOXlCS — THIRD OUADE. 



141 



3A Work to he AccoMPLisiiEn. 



DIACUITICAL MAIJKS. 



ir birch 
ur occurred 
er sermon 
a bare 
a ball 
a lar 
est smallest 
eigli neighbors 
or armor 
gh tough 
ous curious 



con 


conversation 


com 


command 


dis disturb 


im 


immediately 


in 


instant 


mis 


misfortune 


yer 


permitted 


sur 


surrounded 


hard 


g 


soft 


g 


tion notion 



liULES. 

G is often soft before i, e and y. 

W is silent before r. 

B is silent after m and before t. 



ir dirty 


stir 




shirt 


chirped 


squirrel 




birch 


first 


whirling 




thirsty 


girls 


twirling 




third 


birds 


skirts 




whirled 


circular 


Inrthday 






sir 


firm 






ur occurred 


furry 




returned 


church 


purrs 




surface 


return 


sturdy 




turn 


disturbed 


purchase 




turned 


surprise 


disturb 




returns 


burneth 


burning 




journey 


furniture 


curled 






urged 


surprised 






er after 


letters 


shorter 


watering 


another 


matter 


scampering 


tender 


altogether 


heavier 


sleeper 


sternly 


answer 


winter 


sooner 


upper 


answered 


father 


shoemaker 


covers 


butter 


nearer 


flowers 


mothers 


better 


bigger 


enter 


maker 


blacker 


hotter 


center 


weather 


corner 


summer 


others 


latter 


cider 


daughter 


sister 


differ 


covered 


danger 


tower 


happier 


certain 


mowers 


northern 


ordered 


drawer 


leader 


traveler 


slender 


however 


stouter 


gather 


officer 


her 


soldiers 


either 


merchant 


never 


neither 


fern 


robbers 


perhaps 


louder 


wandering 


plundered 


remember 


higher 


cinders 


invaders 


sober 


grasshopper 


Cinderella 


herds 


supper 


feathers 


dressmaker 


conquered 


several 


easier 


harder 


discovery 


under 


clearer 


messengers 


later 


w^ater 


carpenter 


others 


manners 


shelter 


farther 


pattern 


rivers 


master 


hunger 


permitted 


dancer 



L42 coiTi 


l!SE OF STUDY FOI! PRIMARY GRADES. 


servants 


perch 


quarter 


dangerous 


boaster 


roaster 


slippers 


deeper 


brother 


rafter 


courtiers 




faster 


cherry 


perfect 


creatures 


finger 


certainly 


shivering 


wondered 


western 


capering 


smothered 


sermon 


whether 


deserted 


serve 


saucers 


lighter 


fever 


thunder 


smaller 


shower 


hunters 


theater 


stronger 


somerset 


hammer 


whiskers 


leather 


shoulder 


order 


wonders 


gander 


a bare 




scared 


wear 


careless 




declare 


staring 


care 




dare 


stare 


paring 




dared 


spare 


daring 




hare 


fare 


daren't 






stared 


a quarter 


gnaw 


crawl 


paused 


all 


gnawed 


crawled 


faults 


although 


paw 


warm 


claws 


always 


wanted 


daughter 


caused 


also 


stall 


dawn 


walks 


altogether 


straw 


drawn 


wants 


almost 


saw 


hawthorn 


watering 


because 


caught 


tall 




balls 


draw 






drawer 


talk 


' 




tar 


darling 


carpenter 


sparKs 


heart 


starry 


farther 


starched 


hardly 


started 


charming 


card 


large 


start 


particular 


remarked 


arms 


yard 


dart 


sparkling 


dark 


garden 


garland 


party 


darkest 


are 


market 


largest 


mark 


lark 


darker 


harness 


part 


larger 


arm 


harder 


armor 


alarmed 






army 


skylarks 






est prettiest 


quickest 


darkest 


latest 


loveliest 


cleanest 


sweetest 


wisest 


largest 


earliest 


deepest 


nicest 


bravest 


steepest 


greenest 


thinnest 


oldest 


youngest finest 




eigh neighbor 


or 


armor 


gh enough 


weight 




warrior 


laughed 


eight 






tough 
laughing 


ous curious 


con 


content ( 


3om comforteth 


gracious 




consented 


compel 


anxious 




conduct 


companion 


previous 




conclusion 


commanded 


famous 




contain 


complained 


precious 




contented 


comfort 


dangerous 




conversation 


comfortable 






continent 


company 
complain 



I'lIONICS TKIKI) (ll.'ADi:. 



143 



dis dislike 


im immediately in 


into 


mis 


misfortune 


disliked 


imagined 


instead 




mischief 


dismay 


imagine 




invitation 




mistake 


disturbed 


impossible 


invited 




mistress 


dishonest 






indeed 




mist 


disturb 






intend 




miss 


disgrace 






inside 




missing 


disgraceful 






injure 






disagree 






inquire 






disobey 






interested 






disappointed 






insisted 






discovery 






instant 
instantly 
invaders 
insult 






per permitted 


sur 


surprise 








perfect 




surprised 






perhaps 




surface 












surrounded 






g stronger 


governor 


gilded 




pegs 


rung 


rugs 




rags 




golden 


gander 


beggar 




gazed 




gin 


goose 


bigger 




raggy 




ago 


geese 


gayly 




angry 




against 


gun 


good 




gay 




given 


ghost 


girls 




dog 




good 


struggling 


give 




bagful 




dragged 


beg 


go 




gate 




got 


eggshell 


get 




gather 




goes 


finger 


gone 




godmother 




forget 


gutter 


gave 




goblin 






goblins 


jug 




hunger 






leg 


legs 




logs 






regular 


began 










g geraniums 




largest 




tion conversation 


gentleman 




age 




notion 


stage 




magic 




nation 


dangerous 




managed 


dii 


•ection 


cottage 




gently 








exchanged 




giant 








danger 




huge 








messenger 




large 









III. Method: (See plans later in this chapter.) 

IV. Tests of Attaix:\iexts: 

The ultimate test of proficiency in phonics is the ability to read 
smoothly and easily as a result of rapid silent analysis of all un- 
known phonetic words. 

The tests for this grade are similar to those listed for second 
grade. 

If phonics has been taught through the primary grades, our 
ideal for a child finishing 3A work is one hundred per cent accuracy 
in rapid silent analysis of all phonetic words needed. 



144 COURSE OF STUDY FOU rafjIAItY (iUADES. 

Method. 
Lesson Plans. 

First Grade — New material. 
First Grade — Old Material — Review. 
Second Grade — New material. 
Second Grade — Review. 
Third Grade — New material. 
Third Grade — Review. 

Lesson Plan (New Lesson). 

first grade. 

Aim : 

To teach sound "c." 

Preijaration: 

Teacher present the new sound from the initial sound of an old 
word. Example — c — cat. 

Presentation : 

Teacher write sound. Have children give it individually. 

(Normal children learn by imitation.) 

(Subnormal children learn by position.) 

If the sound is a "voice" sound like b, d, or g, put the lingers on each 
child's throat as he makes it, to see if he is placing it correctly if your 
ear tells you the child needs help. 

Have children think of words that begin with the sound in ciuestion. 
Teacher write the words on the board. Have some child underscore the 
sound in each word. 

Teacher separate the word into its sounds. Have children pronounce 
as a whole. 

Teacher now speak the sound. Have several children write it. 

For practice in making the sound under consideration, give "tongue 
twisters." Good practice for enunciation also. 

With Winston cards prefix c to family cards like at, an. old, all. 

Children think of words beginning with the sound. Teacher list them 
on board. S'limmarize by repronouncing. 

Summary: 

New card representing element taught — put in with the old flash 
cards and all drilled upon. 



Review Lesson, 
first grade. 

Drill Work: 

1. Children think of words beginning with the sounds as teacher shows 

the flash cards. 

2. Teacher flash cards — let individuals sound them. 

3. Teacher scatter cards — children run for them. 

4. Teacher speak sounds — children write them. 

5. Group work — (small groups). See who can get most cards in a 

given time. 

6. Match the printed sound with script on chart. 



IMIONICS — SECOND (lUADK. 145 

Lkssox Plan idi: Nkw Lessox. 

Sl'XOM) i;i!Al)K. 

tiiibjcct: 

"ou" as ill house. 

Aim : 

To teach the children to sound a word for themselves that has "ou" as 
in house, in it. 
Children's Aim: 

To learn what "ou" says. 

F reparation. • 

a. Teacher's: 

1. Have blackboard ready. 

2. Have cards printed (words I'rom Winston H with "ou"). 

0. On board have mixed list of "ou" words (keep covered). 

b. Children's: 

1. Class listen for a sound that is in every word the teacher says, 

such as — out, mouse, house, pounce, pound, found. 
They will recognize "ou" as the common sound. (Give this oral 
preparation if necessary.) 

2. Write "house" on the board for children to tell what it says. 

3. Underline "ou." Try to get children to recognize it as the 

sound they heard in the oral list of words. 

Prcsc7itaiion: 

1. Take word cards with "ou" in them, have class as a whole say these 

with whatever help is needed. 

2. Repeat with no help if possible. 

;j. Individuals say cards, others giving needed help — (special emphasis 

on this step). 
4. "Race" between two to see who can "get most cards." Other phonic 

games may be played. 

Summary: 

1. From board say and underline "ou" words from a mixed list. 

2. From readers have children make a list of "ou" words. 

Application : 

The child should be able to sound for himself "ou" words while 
reading, if he knows all the other elements. 

Review Lessox Plax. 

SECOND fiU.^DE. 

Subject: 

"ight" and any other sounds previously taught. 

Aim: 

To review "ight" and other sounds previously taught. 

Children's Aim: 

Let's see how well you can give words with some of our old sounds 
in them. 

Preparation : 

The teacher should have all materials ready for any drill she wants 
to use. 



146 COURSE OF STFDY FOi: PRLMAltY Glt.VDES. 

Presentation : 

Who remembers what our new sound says? The teacher flashes card 
with "ight" on one side and "night" on the other. Children give the 
sound of "ight." The teacher turns the card and says "As in what 
word?" Who can give other words that end in "ight." They give 
right, fight, might, light, tight, sight, etc. The teacher writes them on 
the board. The teacher says "I am a member of the 'ight' family. Who 
can guess who I am?" The one who guesses it may be teacher. 

One child has a pile of cards. He plays he is conductor on a train, 
and he flashes the cards. The children name the sound and take the 
card, then hold on to the conductor. After they all have a card, the 
conductor leads them, making the noise of an engine. Then they iDlay 
they are getting off the train as the conductor calls their card. 

Caution: Do not let the train idea spoil the drill. 



New Lesson. 

thiki) grade. 

Subject Matter: 
tion (shun). 

Materials: 

Words witli phonogram on board. 

nation 

conversation 

notion 

relation 

direction 
: motion 

' portion 

station 

Aim : 

To teach child the sound. 

To teach child to sound words for himself. 

Child's Aivi: 

To learn what sound says and be able to apply knowledge, 

Preparation : 

List of words. 

Method I: 

Have words on board. Have several children give list. 
Do you hear the same sound in each word? What is it? 
Underline letters which say this sound (in one word). 
Have children finish list and say word as they underline. 

Hunimarij : 

Have as much individual and concert drill as time allows. 

Method II: 

Teacher gives orally a list of words with (tion). What sound do you 
hear in each word? Write a word with this sound on board. What 
group of letters says this sound. Write list on board and proceed as in 
Method L 

Seat work — have children find words in book (certain pages given). 



IMFONICS — l)i;iLL DJiVICES. 147 

Review Lesson. 

Tl[ll!ll ClJADi:. 

Huhjcct Mattel': 
tiou. 

Materials: 

flash cards, 
charts, 
their words, 
board work. 

Aim : 

To test child's ability to apply knowledge of phonograms. 

Cltild'ti Aim: 

Application of phonogram. 

Fi'eparation : 

List of words from reader. 

Method: 

Drills — concert and individual work — vary method. 

F'lash cards — word drill devices as suggested on word drill outline. 

Devices and Drills: 

Place row of cards on blackboard ledge. Ask children to find different 
word card. Ask questions similar to these — "John, find the word na- 
tion" — "Mary, find portion," etc. Have child say the word. 

Have a row of children stand. Teacher has cards. If the child can 
tell word presented to him, he takes his seat. Row wins which has the 
most children in their seats. 

In summary drills — Teacher turns cards from back of pack to front 
and calls upon individuals. If she holds card out to the right, children 
answer in concert. 

V. Reference — For Children: (To be listed later.) 

VI. Drills and Devices for Grades I to IV.: 

Many of the drills and devices given for word study are good for 
phonic drill. The following are some other drills, and devices 
which may secure interest, accuracy, and speed. 

1. Give orally as many words as possible containing a given 

phonogram or family. Work for long lists, 

2. With Winston cards prefix phonograms to family cards to build 

words. These families may be built at the board. 

3. Children think of words beginning with the sounds as teacher 

shows the flash cards. 

4. Teacher flashes cards and individuals sound them. 

5. Teacher scatters cards and children run for them. 

6. Teacher speaks sounds and children write them either at their 

seats or at the board— teacher to check results. 

7. Group work (small groups.) See who can get the most cards 

in a given time. If the children are too noisy in giving a 
certain sound do not give the card to anyone. 

8. Match the printed sound with script on chart. (Valuable only 

in first and possibly second grades.) 

9. Give each child a consonant card and see how many words he 

can make by placing it before family phonograms as cat, 
can, call, cold, etc. 



148 COURSE OF STUDY FOU rKOIAKY OltADES. 

10. Children stand in a semi-civcle. Each child holds a phonogram 

or consonant sound. Child in center holds no card. He steps 
up to No. 1 and says, "Toadie, toadie, how art thou?" No. 1 
answers, "Very well, 1 thank thee now." Child who asks first 
questions says, "How's thy neighbor next to thee?" No. 1 
answers, "Take this 'at' and I'll go see." No. 1 now becomes 
visitor and repeats to No. 2 and so on till the end of the semi 
circle. Each child has moved, has held a different card in his 
hand, and has heard pronounced many different sounds. 

11. Tit tat Toe may be played. The child closes his eyes, says the 

rhyme and as he moves the pointer around the circle he 
names the phonogram on which the pointer stops as the rhyme 
ends. 
12. Children hold cards. Teacher names sounds or phonograms 
and the child holding it stands and gives the sound. 

13. Fishing from pond, sliding down hill without falling off sled, 

picking apples from trees, filling baskets and climbing ladders 
are all types of drills which the teacher may vary easily. 

14. Soldier Game. Pupil who misses goes to the hospital as 

wounded. When he knows the sound he may come out. 

15. Playing Store. The child who knows all the sounds in the 

pack is store keeper. Each child in turn buys a card by 
naming it. 

16. Race. Cards are on the black board ledge. A child starts at 

each end taking off only the cards he knows. 

17. Fish Pond. Each child is given a card he knows and holds it 

up. Some child catches as many fish as he knows cards. Use 
a time limit. 

18. Merry Go Round. Cards are on the ledge. The children pass 

along, first touches first card and says it, second touches 
second card and says it, etc. 

19. Guessing. I am thinking of a word with "at" in it. The child 

who guesses the word gets to think of a word. 

20. Tag. Tag some one. The person who is tagged points to a 

card and says it, then tags some one else, etc. 

21. Fishing. The one who misses a card is caught. The others 

are sly fish. 

22. Train. One child has a pile of cards. He plays he is conductor 

on a train and he flashes the cards. The children name the 
sound and take the card then hook on to the conductor. After 
they all have a card the conductor leads them making the 
noise of an engine. They get off the train as the conductor 
calls their name. 
Caution: Do not let the train idea spoil the drill. 

23. Have c^rds on blackboard ledge. Child selects two cards which 

will make a word. 

24. Have cards on ledge. Child collects all cards beginning with a 

certain sound. 

25. Hold up card with phonogram. Ask child to give sentence con- 

taining word made from phonogram, all I like to play l)all. 

26. In third grade ask children to mark letters in words as far as 

they have been taught the marking. 

27. Children may learn to know by certain devices when concert 

work is called for and when individual. Putting cards one in 
front of the other may mean individual work and holding 
cards to the right may mean concert work. 

28. Devices which secure the largest number of returns per minute 

are the most valuable. Do not let play and games interfere 
with the drill. 



nrONJCS — DRILL DEVICES. 149 

VII. Cautions and Suggestions: 

1. Phonics has a definite important place in the course of study 

of thie primary grades. As an end in itself phonics has no 
place. Do not confuse it as an end but always use it as a 
means to an end. 

2. Use care in giving the sound correctly. 

3. Do not confuse the child with the wrong picture illustrating 

sounds. If stories are used to introduce the sound, drop the 
story as soon as the interest has been aroused. It is better 
to introduce the sound from a known word. 

4. Little concert work should be done. One cannot tell in concert 

work whether or not the child is giving the true sounds. 

5. Watch tone and enunciation. 

6. Ask several bright children to repeat the new sound after the 

teacher so the slower children will hear the correct sound a 
number of times before giving it. 

7. Never mix phonics with the reading lesson. If a child in the 

reading lesson does not know a word supply the word quickly 
and do not ask him to sound it. If it is a sight word drill 
on it in the word drill period. If phonetic develop it in the 
phonic period later. 

8. Begin phonics with much ear training. Do not begin breaking 

up words too soon. Initial letters and rhymes are the best 
points of attack. 

9. Phonics proper should be introduced only after the child sees 

the need of it. When he sees similarity or difference in parts 
of words he is i-eady to begin the study of phonics. 

10. As soon as possible lead children to sound the word silently 

and give the word as a whole orally. Too much oral sounding 
of separate letters and phonograms prevents child from grasp- 
ing the word as a whole. Silent rather than oral analysis is 
the end at which we are aiming. 

11. Working from known sounds and phonograms have children 

work out words for themselves. Help only when necessary 
and work for early independence. 

12. Use only combinations that make real words. Do not allow 

children to sound words which are entirely beyond their com- 
prehension. 

13. Short, snappy drills are the only valuable ones. 

14. One step must be thoroughly mastered before the next one is 

attempted. 

15. Do not over emphasize phonics and its application as over 

emphasis is certain to be at the cost of expression and thought. 

16. To teach the new sound introduce it by means of a familiar 

sight word. Break the word enough to abstract the sound to 
be taught. Much drill is necessary in exactly making the 
sound. 

17. Practise pronouncing from printed charts lists of Winston 

words containing the sound taught. Practise blending known 
initial sounds with these listed families if the results are 
actual words. Give mucli drill on these newly made words. 

18. Drill on the separate phonograms and also on the blends. 

List words containing each. Practise pronouncing the same. Be 
exact in pronunciation but do not exaggerate it. Chart the 
words and keep them reviewed. 

19. When teaching marking expect children to respond with right 

sound when seeking marks as well as when told the sound. 

20. Teach children to sound the reading word-drill words that ai'e 

distinctly phonetic insofar as the phonetic facts of the words 
have been learned. Do not ask them to sound at words that 
are not phonetic. Make only legitimate application of their 
phonetic knowledge. 



150 COURSE OF STUDY FOPv ri!i:\rAl!Y OliADES. 

21. Children in 3A sliould develop all phonetic words at the word 

drill time through phonics. Then they will need much drill 
on the sounds as well as on the words. 

22. Work for speed and one hundred per cent of accuracy. In 

second and third grades speed games may be used. Charts 
showing increase in rate of naming lists of words will create 
interest. Around interest in child to break his own record 
as well as to lead the class. Any plan which will speed up 
accuracy and rate is useful. 

VIII. Rei-kkexces fok Teaciieus: 

Phonics in Reading— Haliburton (B. F. Johnson Publishing Co.) 
•Manual of Phonics — Gordon (D. C. Heath, Chicago.) 
Manual of Phonics — Beacon. 
Word Mastery — Akin. 
The Key Method— Libby. 
Phonetics for Schools — Robbins. 
Teaching of Phonics — Westcott. 
Phonetics in the Elementary Schools — Burbanks. 
Thirty-Three Questions and Answers in Phonics— Ginn & Co. 
See and Say, Book I. 
Learning to Read — Aldine. 
Word Study for Schools — Sherwin Cody. 

Note: Teachers, desiring supplemental word lists for phonetic 
drill on the blackboard, may make appropriate selections from 
the manuals referred to above. 



LANGUAGE FORMS. 

MINUMUM ESSENTIALS AND STANDARDS OF ATTAINMENT TO BE 
DESIRED AT END OF THIRD GRADE. 

A. Att.^ixmext in Wkitixg and Page Fokm: 

1. Name centered on first line; date on left of second line; grade on 

right of second line; title or subject centered on fourth line; 
written work begun on fifth line. 

2. Uniform margin at left of each page. 

3. One line blank at bottom of each page. 

4. Paragraph indention of one inch. 

5. Black or blue-black ink only. 

6. Words distinctly separated from each other; crowding at ends of 

lines avoided. 

7. Individual handwriting standard of Qo'^/r according to the scale 

In the Measuring Standard Tablet for Third and Fourth Grades 
prepared by Dr. Freeman, F. E. Clerk, .1. B. Wells. T'se method 
and material given in a Course in Handwriting by F. N. Free- 
man in Elementary School Journal, Jan., Feb., March, April, 
1922. 

B. Attainjiext i.\ Compositiox Meciiaxics: 

1. Ability to copy accurately a short simple selection of prose or 

poetry. 

2. Ability to write from dictation a passage of three or four simple 

sentences in prose. Including capitalization and punctuation as 
indicated below. 

3. Ability to write a simple narrative unit of three or four sentences 

correct in sentence formation — spelling, capitalization, punctua- 
tion and grammatical usage. 

4. Ability to write a short simple letter oi- note in conventional form. 



LANGL'ACH I'OK.MS. 151 

C. ATT.UNJIE.NT ].\ CoAll'O.slTHI.N TKC 1 1 MCAI.ITIES ! 

1. Capitalization: 

a. The first word of a sentence. 

b. Names of persons and places. 

c. Months, days of the week, and holidays. 

d. Initials. 

e. North, east, south, and west when used as names of sections 

of the country. 

f. Names of the deity. 

g. The first word and the important word in the greeting of a 

letter; and the first word in the closing, 
h. / and O when used as words, 
i. The first word of the title of a book or a composition, and 

all other impor4;ant words, 
j. The first word of every direct quotation, 
k. The first word of every line of poetry. 

2. The hyphen, to divide a word at the end of a line. 

3. The apostrophe: 

a. To denote the possessive case of a noun. 

b. To indicate the omission of a letter or letters in a word. 

4. The period: 

a. At the end of a declarative sentence. 

b. At the end of an abbreviation. 

5. The question mark at the end of a direct question. 

6. The comma: 

a. To separate the day from the year in a date, the city from 

the state, and the state from the country. 

b. To separate a direct quotation from the rest of the sentence. 

7. The colon, after the greeting of a letter. 
S. Quotation marks: 

a. To indicate all the words directly quoted. 

b. To indicate titles of books, stories, and poems in sentences. 

D. Attain jiEXT ix Spelling and Wokd Study: 

1. The correct spelling in composition and in dictation of all the 

words in our required grade spelling list. 

2. A spelling conscience that aims at freedom from error by use of 

home made dictionaries and consultation of other sources. 

0. Facility in using their own made dictionaries to ascertain spelling 

of words. 

E. Attainjient in Guam.aiak: 

1. Recognition of the sentence as declarative or interrogative; (not 

using these terms). 

2. A sentence sense to the extent of its being complete. 

3. Nouns: 

a. Usual way of forming plural. 

b. The addition of 's to singular nouns to indicate possession. 

F. ATTAIN5IENT IN CORUECT USAGE: 

1. :\Iay, can, have, got, let, leave, let's, a long way. off. tr\ to, this, 

these, that, those, kind, those, them, without, unless, teach, 
learn, who, which, like, as, either, or, neither, nor, whether, if, 
'single negative. 

2. Sang, have sung, saw, have seen, drank, have drunk, rang, have 

rung, came, have come, went, have gone, did, have done, lie, 
lay, have lain, lay, laid, have laid, sit, sat, have sat, set, have 
set, spoke, have spoken, ate, have eaten. 



152 



COURSE OF STUDY FOR PRIMARY GRADES. 



SPELLING. 



I. Aim: 



Ability to spell the words which one writes. 

II. Suj:.ject Matter: 

We have wished to harmonize our spelling efforts with those of 
the intermediate grades, so have selected from the Horn-Ashbaugh 
Spelling Book, the text for the higher grades those words for first 
and second grades that have been taught as mastery words in our 
primary reading work. To shorten the Third Grade list to a length 
that we feel our pupils can master we have omitted columns 2, 3, 
6, 7, 10, 11. 14, 15, 18, 19, 22, 23, 26, and 27. This selection has been 
on the basis of omitting the columns having the smallest and 
greatest standard number of errors. 

In so doing we have reduced the amount to be learned to a num- 
ber of words for which we can require mastery; we have limited the 
spelling words to those we know the children know as sight words; 
and Ave are emphasizing the words the children will be most apt to 
want to write at least in reproducing any reading story. 







IB Gkade. 




and 


go 


me 


she 


are 


he 


my 


so 


after 


home 


not 


seme 


boy 


had 


no 


the 


but 


hen 


on 


then 


bed 


is 


of 


up 


cat 


• in 


pig 


was 


did 


it 


red 


will 


ekt 


little 


ran 
lA Grade. 


you 


all 


have 


this 


his 


at 


hard 


tree 


her 


an 


if 


them 


live 


as 


into 


vv'ay 


man 


am 


just 


we 


may 


be 


look 


when 


out 


by 


let 


with 


one 


come 


like 


your 


over 


day 


made 


away 


cr 


down 


make 


big 


put 


fast 


mother 


can 


run 


fat 


much 


dog 


that 


good 


night 


do 


what 


gold 


play 


for 


woods 


girl 


see 


get 


old 


going 


sat 


give 


US 



SPELLING — SECOX I) GRADE. 



153 







2B GUADE. 




ail- 


father 


lay 


sent 


any 


flower 


long 


say 


about 


ground 


left 


stay 


been 


glad 


Cleat 


such 


behind 


hill 


mine 


think 


bread 


hands 


might 


told 


called 


hold 


near 


these 


dark 


k now 


off 


year 


ever 


keep 


picked 




lire 


large 


poor 
2A Grade. 




brothers 


drive 


more 


still 


boys 


eyes 


many 


sing 


bear 


fly 


neck 


soft 


black 


fun 


need 


sell 


Ijright 


finding 


named 


song 


blue 


felt 


name 


strings 


bad 


foot 


other 


show 


bird 


first 


place 


stand 


l)est 


food 


room 


tell 


barn 


forget 


ride 


true 


better 


how 


rose 


try 


besides 


hear 


rest 


town 


bring 


hope 


road 


winter 


cook 


hay 


round 


winning 


crying 


kind 


river 


wide 


covered 


looked 


sad 


while 


care 


live 


side 


anythiui 


child 


lift 


set 


child 


dear 


lady 


seen 


summer 


deep 


light 


summer 


while 


dress 


move 


sun 
3B Grade. 


t 


banks 


March 


asking 


ours 


yours 


nut 


below 


pole 


tan 


oil 


blame 


porch 


bag 


silk 


camp 


■race 


line 


singing 


cast 


rate 


dine 


sport 


Christmas 


reading 


guns 


Sunday 


class 


real 


map 


tent 


clean 


report 


bind 


woi'king 


cost 


saved 


girls 


able 


danger 


seat 


save 


arm 


drum 


shot 


kinds 


art 


egg 


sink 


both 


bake 


feeding 


sort 


lap 


born 


finger 


spot 


lock 


faster 


fit 


stone 


weeks 


finding 


forgive 


rather 


fool 


forgot 


Friday 


full 


salt 


form 


fur 


strong 


near-by 


grand 


glee 


bug 


plans ■ 


helping 


goat . 


strange 


toy 


hie 


grant 


draw- 


age 


ill 


heat 


lines 



154 



COUIJSE OF STUDY POR I'ltlMAIiY GRADES. 



III. 



being 


kill 


holding 


candy 


lot 


mill 


hour 


sail 


pay 


note 


however 


drink 


seeing 


page 


hunting 


goes 


along 


paper 


July 


comes 


aside 


plate 


kindly 


pile 


band 


price 


larger 


dare 


belong 


spent 


luck 


means 


game 


walking 


lump 


shake 


hall 


willing 


mate 


swing 


lake 


within 


mouth 


hide 


lost 


yard 


number 


desk 


mad 


added 


order 
3A Grade. 


wants 


teacher 


himself 


space 


soul 


tie 


hole 


spend 


spoil 


whatever 


hundred 


spending 


truth 


across 


indeed 


spoke 


wed 


again 


jump 


storm 


roots 


ahead 


killed 


sunshine 


bare 


alone 


later 


talk 


fought 


always 


least 


talking 


blight 


another 


less 


teeth 


led 


apart 


lie 


their 


comb 


April 


lovely 


hour 


farms 


asked 


making 


mail 


eggs 


aunt 


matter 


write 


lawn 


badly 


mean 


flour 


miles 


basket 


miss 


eight 


pail 


beat 


money 


weak 


quilt 


l)ecause 


nearly 


sole 


rag 


beg 


shame 


ours 


rid 


begin 


need 


past 


sauce 


])ench 


nobody 


pan 


speech 


garden 


none 


beat 


spoon 


gift 


nor 


pain 


steak 


grandma 


nose 


flour 


straw 


great 


oats 


hall 


vines 


soda 


only 


maid 


worms 


hair 


safe 


sum 


ants 


half 


seem 


real 


bark 


happen 


sending 


ate 


bend 


harder 


shade 


cent 


bills 


hardly 


shape 


need 


breath 


having 


shoe 


fix 


fields 


hearing 


sight 


figs 


bud 


apples 


silver 


kept 


lend 


herself 


sir 


lamp 


hills 


high 


sorry 




key 


METiion : 









Use the Horn-Ashbaugh Method or any you have found effective. 

Do not present more than two words a week in IB Grade; three 
or four in each of 1A, Second and Third Grades. The other time 
will be spent in keeping all review words of the same grade and 
the lower grades well reviewed. 

The children should master these words as to the written spelling 
of them in column form, in filling blanks, in writing from dicta- 
tion, in writing original sentences and stories. 



AKI'l'Il.MK'nc I'IKS'l' (iKADi;. 155 

Try to teach children to write each word as a whole having 
visualized it as a whole, rather than to patch it together letter by 
letter. Do not feel by this that it is never legitimate to pronounce 
to the class words that are plainly phonetic for them to try to 
write. In such cases, however, try to have the children visualize 
the whole word after hearing its sounds, before they begin to write 
it at all. Emphasize spelling at the phonic period, the writing 
period and the spelling period. Require at all times the correct 
spelling of words that have already been taught. Do this in seat 
work as well as class work. Be careful that the first impression 
the child gets of the word is accurate. Be careful that the child's 
joy in using his home made dictionary does not prevent him from 
mastering his spelling words. 

IV. Test: 

Weekly in new material; review words, frequently in column 
form, in the filling of blanks, the taking of dictation, the writing 
of original sentences and stories. 

ARITHMETIC. 

Purpose: The purpose of Arithmetic in the Primary Grades is to give 
the children a clear conception of numbers and their relation to each 
other. 

I. Aims: 

The aims of teaching arithmetic in the primary grades are: 

1. To give a clear idea of the numbers to be taught in those .grades; 

2. To drill upon the facts learned until they become automatic; 
Z. To make the work concrete by the use of many problems; 

4. To drill in choosing and applying right processes in one and 

two step problems; 

5. And to teach, from the first, good form in w-ritten work. 

M. Subject M.vtteu: 

First Grade. 

IB AM) lA. 

Counting: 

By I's to 125. 

By 2's, 5's, lO's as far as teacher thinks best. 
Reading of numbers: 

By figures to 125. 

By words through ten. 
Writing of numbers — to 125. 
Ruler work: 

Know inches and half inches. 
Combinations: 

Teach number facts throu:2h t>. Always teach every fact about 
a number as: 



Add : 



4 2 5 6 

2 4 10 



]5C) COURSE OF STUDY FOR PRIMARY GRADES. 



Subtract: 
6 
4 


6 
3 


6 
2 


6 

5 


6 

1 


6 



6 
6 


Multiply: 
3 
2 


2 
3 


6 
1 


1 
6 









Divide: 



2) 6 3) 


6 


1) 6 


6) 




6 




% of 6= 




Vs 


, of 


6: 


= 




Other forms: 

3+3= 

4+2= 

etc. 




6—4= 

6—3= 

etc. 








3X2= 

2X3= 

etc. 


6^2= 
6^3= 




3X?=6 
2X?=6 








3 + ?=6 
?— 4=2 



Terms: 

Add, subtract, take away, multiply and divide are to be learned 
and used freely. 

Signs introduced after terms are known and the various pro- 
cesses have been made as concrete as possible. 
Drill: 

Rapid daily oral drill emphasizing speed and accuracy. Vary 
devices but use the ones that secure the greatest number of 
answers per minute. 
Problems: 

Much problem work incorporating above ideas. 

Second Giiade. 

2B. 
Counting: 

By 2's, 5's, lO's to 100. 
Reading of numbers: 

By figures to 500. 

By words through 19. 
Writing of numbers: 

Through 500. 
Ruler work: 

Review inches and half inches. Learn quarter inches. 
Denominate numbers: 

Teach inch, foot, yard; pint, quart; money problems; how to 
tell time, using Roman numerals through XII. 
Combinations: 

Review first grade work, continue number facts through 12. 
Teach 1/2, %, Vj of numbers evenly divisible. 
Terms: 

Add, subtract, multiply, divide; equals, minus, plus, times. 



Ai;iTii:\ii.rric — second grade. 157 

Drills: 

On combinations using words oi- signs to state proress and 
using all variations of forms, as 

G+6=? 6=1/3 of ? 6 12 

-I-? 9 

6+?=12 ?— 6=6 12 6 

? 2 



6) 12 6) ? 

12—6=? 12^?=2 1/, of ?=6 

etc. 

Problems : 

Much oral and written problem work incorporating all the 
various facts. 

2A. 

Counting: 

By I's, 2's, 5's, lO's to 125. 

By 3's to 36. 

By 4's to 48. 
Reading of numbers: 

By figures to 1000. 

By words through 50. 
Writing of numbers: 

To 1000. 
Ruler work: 

Review inches, halves, and quarters. 
Denominate numbers: 

Review work in 2B. 

Work with calendar; days in a week, months in a year, reading 
of dates. 

Learn nickel, dime, quarter, half dollar. 
Combinations: 

Review combination facts through 12. 

Learn facts from 12 through 20. 

Teach 14, %, % of whole numbers. 
Examples: 

may involve numbers of two or three places, which do not call 
for the carrying or borrowing idea. 
Drills: 

Rapid. Work under time pressure. Drill all processes orally 
and in writing. 
Problems : 

Use much problem work incorporating above Ideas. Emphasize 
one step problems mainly. Keep them based on the interest of 
the children, their homes, and environment. 

Third Grade. 
SB. 

Review first and second grade work. 
Counting: 

By 2's, 5's, lO's, 3's and 4's. to 100, beginning with odd or even 
numbers. 
Reading of numbers: 

By figures to 10,000. 

By words from fifty to one thousand. 



loS OOUESE OF STUDY lOK TRIMAliY GILVDES. 

Writing of numbers: 

Through 10,000. 

Learn use of comma between hundreds and thousands. 

AVrite numbers singly and in columns. 
Ruler work: 

Work with inch, halves, and quarters. 
Denominate numbers: 

Teach abbreviations. 

Review inch, foot, yard and teach in., ft., yd. 

Review pint, quart, and teach pt., qt. 

Review money problems and teach signs: $, c, c and ot. 

Teach decimal point in dollars and cents. 

Review time and teach min., hr., da., a. m. and p. m. 

Teach weights (child's own) oz. and lb. 
Combinations: 

Review all addition and subtraction facts. 

Teach "carrying" in addition and multiplication, "borrowing" 
in subtraction. 

Complete tables of 2's, 5's and lO's. 

Teach tables of 3's and 4's, using both table and multiplication 
forms as: 

3X5=15 5 3 

3 5 

5X3=15 15 15 

Terms : 

To be used freely in class time both orally and in writing and 
drilled upon; add, subtract, multiply, divide, plus, minus, addi- 
tion, subtraction, multiplication, division, units, tens, hundreds, 
thousands, sum and difference. 
Drill : 

Work daily for speed and accuracy at the same time. Keep 
records of speed in abstract work. 
Problems: 

Much work in one step problems. 
Some work in two step problems. 

3A. 

Review work of 3B in counting, reading and writing of num- 
bers. 
Ruler work: 

Work with inch, halves and quarters. 
Denominate numbers: 

Review work of 3B and teach dozens. 
Combinations: 

Continue work in all four processes. 
• Review tables taught so far and teach 6's and 7's. 

Teach division facts also. Have answers written above, as: 

3 4 102 44 7-1 72-1 



3) 9" 2) 8 6) 612 6) 264 7) 50 7) 505 

Use short division examples through dividends of three places, 
and divisors of places not to exceed those taught in tables thus 
far. Use dividends evenly divisible and also those such as to 
leave remainders. Multiplication of three place numbers by any 
one place multiplier coming within tables taught. 



AUI'IMI.METIC FJIIST CliADK. 159 

Terms : 

Review and drill on 3B terms. Teach addends, minuend, sub- 
trahend, difference, multiplicand, multiplier, product, dividend, 
divisor, quotient. 
Drill: 

Daily on abstract combinations. Keep speed records. 
Problems : 

Many, incorporating above facts. Use one step problems 
mainly. Use some two step problems. 

III. Method and Plan.s: 

IB AiuTiiMETic Lesson Flax. 

Teacher Aim: To teach children to measure by inches. 

Pupils' Aim: To be able to sell ribbon by the inch. 

Preparation: Pass rulers showing one inch divisions, only. Also 
give each child long srtip of paper colored if obtainable. Scissors, 
pencils. 

Method: Point to 1— 2— o— 4— etc. Find the tiny line by 9— 
by 6 — by 12 — by 5. This line on the ruler marks on the ruler 1 
inch. Teach word inch. Find 1 — which means 1 inch — Go to board 
and draw one inch. Have different ones go to board until one inch 
length is in minds of every child. Now find 2 which means 2 inches 
or .i one inches. Now go to board and draw line 2 inches long. 
Have some child go with ruler and test to see if the lines are true. 
Proceed through all numbers to 12. Now use the strip and teacher 
will buy from each child any strip of paper ribbon from 1 to 12 
inches or children may buy from each other. The lengths of ribbon 
are to be remeasured by the buyer. 

First Guade Number Drill Lesson Plan. 

Teacher's Aim : 

To make the previously developed number facts 

3 4 2 5 2 4 

2 2 2 13 1 

automatic through the preparation for and playing of a game. 

Child's Aim: 

To prepare for game and play it. 

Pre2)aration: 

Brief plans for the playing of the game. 

Presentation: 

Children will look through number facts on the board, to see if there 
are any that may give them trouble in playing the game. 
Brief drill on board and with flash cards. 

Sum^manj : 

Game: Spin the Hoop. 

First Grade Nimuer Drill Lesson Plan. 

Topic: Drill on the Different Combinations of 6. 

Teacher-' s Aim: 

To have children "master" the combinations of 6. 



160 COURSE OF STUDY FOR PRIMARY GRADES. 

P7-eparation : 

Make flash cards of all the combinations of 6. Draw a race course 
on the board with room in the center for names of the winners. 

Cut from magazines autos in action of racing. Paste autos on the 
race course one ahead of others. 

Presentation : 

Test two or three children at a time using flash cards. Those who 
say all the combinations are winners, who are riding in the first auto 
mobile. Those failing may have tire trouble, etc., and miss a turn to 
say the next card. 

Swinmary: 

Write names of winners within the circle of the race course. Give a 
few minutes drUl individually for those who failed on any combination. 
It' they continue to fail write the combinations and answers on board 
clnd play until they are memorized. 

Ideas for Arithmetic Drill Work in First Grade. 

Arithmetic is essentially a habit subject. Some children often show 
ability in other ways — but fall behind their classes in some of the 
■ automatic processes. For them it is desirable to fix facts through short, 
quick drills. To illustrate this type of lesson — 
Type: Drill. 
Topic: Count I)y one's. 
Time: Four minutes. 

Teacher's Aim: 

To drill a selected group on the counting by one's to 10 or 12. 

Child's Aim: 

To count by one's faster so as to distribute materials more quickly. 

Drill icith Devices: 

A'child can count out a dozen erasers by one's. The teacher times 
him and records the score. 

One child in group counts and the teacher writes the numbers in 
order on blackboard. A slow child reads the numbers and they are 
erased. 

Repetition with Attention and Y aviation: 

A child counts the children as they march. 

A group of boys count 1, 2, 3, etc. 

A group of girls count 1, 2, 3, etc. 

A group of boys and a group of girls count alternately — girls (1) — 
boys (2)— girls (3), etc. 

An individual counts — 

Individuals count out a dozen and the teacher times them. 

Their first score is compared with their second. 

Have a number ring: 

Each child has a card with a number on it that he has had. 

The leader calls his number and suddenly changes to one he sees on 
the circle. Those who are caught stand in the center. Call the center 
a cave. 

Children climb ladder by counting rounds to get to hay loft to get 
eggs. Count eggs in the nest. Count steps down the ladder to get down. 

Arrange 6 chairs in a circle, ten in two long straight lines, five in a 
semicircle, ten in two semicircles like seat in a theater, arrange 12 
chairs so they will look like seats in a car: fill them with passengers 
who have white dresses or black eyes or clean hands, or tan shoes. 



ARlTTr:\rETIC— SECOND (iRADK. IHl 

Make a square of chairs four on a side, play this is a garden, one 
chair being the gate. 

Make a triangle of nine chairs. 

With blocks, make a railroad train— one engine, two coaches, two 
Pullmans, one mail train. 

Make a railroad train with one engine, eight freight cars, two oil. 
tank cars (spools), three coal cars, one caboose. 

Make a parade (small blocks), twelve policemen, a bank of twenty- 
men (ten in a line), a company of soldiers (eight in a line, five lines.) 

Thus form, size and number are presented to the child in the guisp 
of play. 

The more capable children can supervise the efforts of slower ones, 
both benefiting by such contact. 

Observation and counting go together — count the children — count the 
children wearing white shoes — laced shoes, etc. — hair ribbons: count 
the tables, chairs, doors, windows, window panes, electric lights, hands 
on the clock, etc. 

Outside the room count the doors in the corridor; the steps leading 
to the school; the trees on the lawn; front doors seen on a walk; street 
cars, wagons, dogs, etc., etc. 

Comparative size involves number; after such terms as small and 
large have been taught (by comparison of such things at hand, as 
blocks, spools, splints, dolls, etc.), with a unit as standard — the pupil 
can see that a child is four or five times as big as a doll, that one block 
is twice as big as another and can sense how many times taller his 
teacher is than he is. 

For review work see who can count farthest correctly. 

Recognition of figures in print and script. 

Have the figures just studied mixed with those previously learned. 
See who can point to all the 3's, 4's, etc. 

If figures are on cards — have a child bring you all the 4's, etc. Write 
the figures from 1 to 20 on the blackboard for the children who have 
trouble in counting backwards and erase one figure at a time, beginning 
with 20, and have them notice and tell each number as it is erased. 

2B Arithmetic Lessox Plan. 

Time 15 minutes. 

Aim: 

To develop the table of 2's through 2X5=10. 

Preparation : 

Have inch squares, pegs, chalk, and any other material that can be 
used for counting. 

Give a rapid two minuto drill with flash cards, on which are such 
combinations as 



2 


3 


1 


4 


5 


7 


6 


9 


8 


10 


2 


3 


1 


4 


5 


7 


6 


9 


8 


10 



Who can count by 2's to 10? 
Some child counts 2, 4, 6, 8, 10. 
Count these inch squares by 2's. 

Another child lays the squares in five groups of two each and counts 
them. 

Presentation: 

If I take one of these piles, how many squares will I have? (Teacher 
picks up the first 2 squares.) 



162 COUIiSE OF STUDY FOR nUMARY GRADES. 

You have two of the squares. 
(Teacher writes 2 on the board.) 

If I take two of these twos, how many squares will I have? 
(Teacher takes 1 more ijile. ) 
You will have four squares. 
(Teacher writes 2 twos on the board.) 

(This is continued until all squares are taken up by twos, and the 
teacher has 

2 2 2 2 2 

-^ 2 2 2 2 

2 2 2 

2 2 

2 

written on the board.) 

1 should like Lo hear these said in this way: — 1 two is two — 2 twos 
are four, etc. 

(Two or three children say them pointing to the board.) 

If your Mother or Father started to say these they wouldn't say 
them as you liave at all. They would say 2X1=2, 2X2=4, 2X3=6, 
2X4==8, 2X5:=10. Now what do you suppose they would mean by 
2X1=2? (Teacher writes on the board 2 times 1 are 2.) Some child 
answers, "They mean 1 two is two." 

What Avould they mean by 2 times 2 are 4? 

Another child answers, "They mean that 2 twos added together 
equal 4." 

(Continue this through 2 times 5 are 10.) 

Show us with pegs that 2 times 3 are 6. Show us with chalk that 
2 times 5 are ten, etc. 

In response different children will show 6 pegs in 2 groups of 3 each, 
and 10 pieces of chalk in 2 groups of 5 each, etc. 

You may read the table as it is on the board. 

One child reads it aloud. 

How many think they could say it without looking? Y"ou may try . 

One child turns his back and says it. 

( If he hesitates the teacher supplies the answer.) 

Two or three may be given a chance to say the table. 

Suvimary : 

How much does a stamp for a letter cost? Then how much does it 
cost to buy 2 stamps? 

Some child answers, "It costs 4 cents because 2 times 2 are 4. 

(If he answ-ers, "because 2+2 are 4" — ask if any one has learned a 
new way to say it.) 

My pencil cost three cents. How much would 2 pencils have cost? 

Some child answers, "Two pencils would cost six cents because 
2X3=6. 

Give much drill upon the facts 

2X3^6 3X2=6 as isolated facts and drill also upon these facts 
in the regular table series. 

2B Grade Aeithmetic Lesson Plan. 

Aim : 

To teach the combination of a certain number. 

Preparation : 

Material — reels (inch squares of cardboard). 



ARITIIJMETIC — SECOND GRADE. 163 

Presentation: 

hi presenting the number facts of any number taking eight for ex- 
ample, I would at first show the children different things in groups of 
eight such as eight red chairs, eight books or eight children. I would 
then divide a group of eight into two groups one group consisting of 
one, tlie other of seven showing that one and seven are eight or seven 
and one are eight; then again into two groups, one group consisting of 
two the other six showing that two and six are eight, and six and two 
are eight; then into groups consisting of three and five, then four and 
four showing one-half of eight. 

After the children have the right concept of the number eight, I have 
them put their heads down on their desks and pass number squares to 
each child, giving each child a different number of squares less than 
eight. Then I have the children wake up telling them they should 
have eight squares, then each one tells bow many more squares he 
needs to make eight. This is his number story. He says "I have six 
squares. I need tvvo more squares to make eight." As he says his story 
I write it on the blackboard so that he can see it plainly. Then he runs 
to the box of squares and gets the number of squares that he needs. 
He keeps the squares I gave to him while asleep on the left hand corner 
of his desk and puts the squares which he runs up for in the right hand 
corner. 

Summary: 

After all the children have told their stories, I have them go to sleep 
again and I erase one number of each ones number story such as 
erasing the 2 of the story 6. Then the 

6 

+2 



children wake up, run to the board and put in their missing number. 
The next time they go to sleep I would erase the top number of their 
stories. And the next time would give them another child's story to 
complete. 

2A Grape Arithmetic Lessois^ Plan. 

Aim : 

To teach the calendar for the month. 

Preparation: 

The reading of numbers; the arrangement of the numbers on the 
page; the names of the months; the days of the week; the numbers of 
days in a week; the number of days in a month; the number of months 
in a year. 

Material: 

The calendar page. 

Setting : 

The use of a calendar; why we have them; how many have them in 
the home. 

Presentation : 

What is this? What does it show? What year is this? Where is it 
shown? What is the name of the first month of the year? January was 
named from a man named .Tanus who was said to have two faces, one 
looking forward, the other backward, just as January, the first month 



164 COUESE OP STUDY FOE PEIMAEY GEADES. 

of the year looks forward to the new year and backward to the old. 
How many days in January? Do all months have 31 days? How many 
days In a week? What is the first day of the week? How is it shown 
on the calendar? Where do we always find Sunday? Monday? Tues- 
day? Wednesday? Thursday? Friday? Saturday? On what day of 
the week did the first day of January come? 

Summary : 

Count by 7's beginning with 1. What date is the first Sunday? The 
second? The third? The fourth? The fifth? Count by 7's beginning 
with 2. If we know what date the first Monday comes how can we tell 
the date of the second? Of the third? Of the fourth? Of the fifth? 
How many Mondays in January? Count by 7's beginning with 3. What 
dates in January will be Tuesdays? How many will there be? What 
will be the date of the last Tuesday in January? 

What is the date of the first Wednesday? 

Count by 7's beginning with 4. 

What will be the dates of the Wednesdays? 

How many will there be? 

Count by 7's beginning with 5. 

What are ttie dates of the Thursdays? 

Count by 7's beginning with 6. 

What are the dates of the Fridays in January, 1922. 

Count by 7's beginning with 7. 

What dates will be Saturdays? 

Every day we will drill on reading the calendar until we all know it. 

Sometime soon I'll call on you to count by 7's, so practice at home. 

Second Grade Arithmetic Plan. 

Aim: 

1. To teach the telling of time, 
a. Even time. 

Preparatio7i : 

1. From old to new. Reading of numbers on clock. Definitely locate 

12, 6, 3, 9. Comparison of Roman and Arabic numerals. 

2. Material. Clock face. 

3. Setting. Discussion of time pieces at home — school. How many 

have watches? Who can use them? 

Presentation : 

1. Matter. How many hands has the clock? What is the difference 

between them? Does any one know their names? When long 
hand is on twelve, it is always an even hour. 

2. Method. Putting of long hand on 12, and short hand on 3, for 

example. Tell children it is now 3 o'clock. Move short hand 
to another number. Ask time of one child. Move short hand to 
various numbers and insist on quick answers. Move hands, then 
ask child to make the clock say 4 o'clock, 8 o'clock, etc. Each 
child must change the hands when he finishes, so the newcomer 
will have to do all the placing of the hands. 

Summary: 

1. Devices and Drills. Quick reading of numbers. Let child be 

teacher and point to various numbers. Draw clocks at seats, 
teacher writing on board time to be shown. Reading of school 
room clock at even hours during day. Encourage children to 
tell time at home. 

2. Application. Telling time at home and school. 



ARITHMETIC — SECOND GRADE. 165 

Second Grade Arithmetic Plan. 

Aim : 

To teach multiplication by one number. 

Preiyaration: 

Review the tables with flash cards. Shorter way than addition: 

2 2 

2 X3 
2 

Pi'csentation: 

Here is a quick way to find out. 

To multiply 23 by 2 we write the numbers like this: 

Multiplicand 23 

Multiplier X2 

Product 46 

We see that 2X3=6. We write 6 below the line, under the 2, in the 
ones column. Then 2 times 2 ten^4 tens and we write 4 in the tens 
place. We read the answer as forty-six. Twenty-three multiplied by 
two gives a product of forty-six. 

Siimma7-y : 

If you have 22 marbles and Will has twice as many, how many 
marbles has Will 22 

X2 

Multiply the following: 

24 21 32 51 213 

2 2 2 2 2 



Third Grade Arithmetic Plan. 

Aim: 

To teach carrying of one number. 

Preparation : 

Review writing and reading of numbers, tens and units. 

Presentation: 

Suppose that Jane goes to the store and buys fruit for 46d and some 
eggs for 37<r-. How much money must she pay? 
7 units and 6 units — 13 units, 1 ten and 3 units. 
We write 3 in units column and add 1 to the tens. 
Then 1+3 + 4=8, we write 8 in the tens' column 46(' 

37^ 

83^ 

The sum is 83, so Jane must pay 83c in all. 

Jack has 24 marbles in one bag, 38 marbles in another bag. How 
many marbles has he? 

In one class there are 35 boys and 27 girls. How many pupils are 
there in the class? 

Mr. Drew has 37 cows in his pasture. If he drives in 18 more, how 
many cows will there be in the pasture? 



IGG COURSE OF STUDY FOR PRIMARY GRADES. 



Summary : 








Add the following examples: 








24 94 27 


48 


49 


46 


36 27 33 


26 


23 


37 



Tinui) Gi;ade Arithmetic Plax. 

Aim : 

To teach subtraction involving "borrowing." 

Preparation : 

The terms tens and units have been explained to the children in 
previous lessons. 

Presentation: 

82=8 tens 2 units 
59^5 tens 9 units 



We cannot take 9 units from 2 so we take one ten from the 8 tens 
which leaves that 7 tens. (At this time it is well td bring in the illu- 
stration that in case we want pennies and have only dimes we can 
change a dime into pennies.) 

There are ten units in one ten. We have 2 units, so we add 2 units 
and 10 and we have 12 units. 9 units from 12 units are 3 units. 5 tens 
from 7 tens are 2 tens. 2 tens and 3 units are- 23. 

Summary : 

Subtract these examples: 



36 


51 


34 


82 


64 


85 


18 


16 


17 


27 


15 


29 



I would let each child see if he can work one problem without help 
(Teacher helps if children need it.) 

IV. Tests: 

FiiiST Grade. 



1. 


Write 


the following d 


ictated 


numbers 










2, 5, 


7, 8. 13 


, 16, 


19, 


20, 


11, 24. 


2. 


Draw 


lines the following lengths 
4 inches 
8 inches 
3 inches 








3. 


Add: 
















3 5 
2 1 

Subtract: 


1 
4 




o 

3 




2 
4 


4. 












G 4 
2 1 


5 




6 




2 
1 



5. Mary had 4 jacks. 
Ruth had 2 jacks. 

Both had ? jacks. 



ARITHMETIC — SECOND GRADE. 167 

2B GUADE. 

1. A stamp costs 2c. Four stamps will cost <^. 

2. Mary paid 7 cents for a ball. She paid 4 cents for candy. To- 

gether she paid cents. 

3. John had 12 cents. He spent 5 cents. He had cents left. 

4. I have 8 pencils. I shall give you half of them. You will then 

have pencils. 

5. Two quarts of milk are equal to pints of milk. 

Add: 

36576528 

1 4-0 4 1 5 1 4 

3+4=? 9+2=? 7+1=? 6+6=? 

Subtract: 

4 6 12 6 5 9 12 

2 3 5 3 5 3 

10—5=? 9—8=? 7—7=? 4—1=? 

2A Grade. 

1. How many dimes is a dollar worth? 

2. John has 13 m-arbles and William had 24. Together they have 

marbles. 

3. Mary had 18 pennies. She lost 7 of them. How many did she 

have left? 

4. My pencil cost 2 cents. How much would 8 pencils cost? 

5. Write these numbers: — seventeen, forty-one, twenty-five, eighty- 

four, and one hundred. 



Add: 



6 3 8 7 

4 8 4 



3 6 2 2 

5 7 3 9 



4+3+2= 



Subtract: 



6 12 17 

4 5 7 



5—2= 15—5= 

(This test is to be written on cardboard by the teacher with 
spaces cut for answers. Children will place cardboard on a tablet 
sheet and record answers only. All the time is then used for 
thinking and recording the answers.) 

3B Grade. 
1. Add: one hundred twenty-four, three hundred sixty-five, and 
four hundred. 
Find the sum: 74 ft. 736 yd. 

53 158 

21 472 



168 couusE or study for peimaey grades. 



2. Find the difference: 



74 86 50 92 

26 18 48 39 



3. Subtract 234 from 796. Prove your work. 

4. Mr. Jones had .500 sheep. He sold 155 of them. How many 

did he have left? 

5. Multiply 503 by 3. 

6. 679 456 356 987 

3 4 5 22 



7. It is 185 miles to Chicago. The railroad fare is 3 cents a mile. 

How much will you pay for a ticket to Chicago? 

8. A milk man had 69 quarts of milk. He put it into pint bottles. 

How many bottles did he use? 

9. Find the cost of a doll for $4.38, a doll buggy for $3.45 and a 

set of toy dishes for $2.38. 
10. Charles' father has 7 rows of tomato plants in his garden. There 
are 15 plants in a row. How many in all? 
The frost kills 58 of them. How many are left? 









3B 


Gr. 


VDE. 








Itiply: 


















9 4 
5 


2 
9 


4 

7 


5 
6 


4 
1 


9 

5 


4 

8 


5 
2 


7 



7 
4 5 


3 
3 


4 

1 


2 
8 


4 
3 


8 


i 

1 


4 
4 


9 
3 


2 5 
2 3 


6 
4 


2 
2 


7 
5 


2 
9 


7 
3 




2 


4 
9 


5 
5 


6 
3 


3 
4 


1 
7 


6 

2 


1 
4 


4 
5 



3 


5 
1 


3 
2 


7 2 
3 4 


5 


4 
6 



2 


7 
2 


1 
9 


7 
2 


6 
3 


5 
4 



3B OR 3A Grade. 



Add : 


























5 

1 


4 

4 


1 
3 


4 
2 


6 
6 



1 


6 
9 


3 

8 


1 
5 


2 
4 


3 




9 
6 


7 
7 


8 



1 
6 


8 
9 


2 
7 


9 
9 


2 

o 




5 


4 

7 


3 

1 


2 
5 


7 
6 


8 

1 




7 


2 
9 


3 

5 


7 
9 


4 
6 



8 


1 

4 


5 
8 


7 
2 


8 
3 


9 




6 
5 


2 
8 


3 

4 


5 
1 


8 
6 


7 
1 


4 




9 
3 


4 
3 


2 
2 


6 




7 
8 


5 
2 


4 
9 






9 
1 


4 
5 



6 


9 

1 


6 


2 
1 


8 


4 
8 


3 
3 


5 
9 


7 
4 


1 



6 
2 


9 

8 



ARITHMETIC — TJIIRD GRADE. 169 

Subtract: 
.4 9 12 11 9 7 8 5 8 12 
37 36930116 

V^ 1 11 6 15 12 10 11 10 12 
809084 9 727 

86 15 8193 13 74 
3496142554 

2 10 13 10 5 6 17 4 11 10 

1771539285 

11 16 7 5 12 5 15 16 8 9 
4703906851 

Multiply: 

9424843754 
50976197 6 1 

9750946984 
8627585683 

0342749864 
5318143734 

9732562728 
3182343599 

7531042368 
3128352513 

Divide: 



3) 


21 


8) 


32 


3) 


15 


1) 


1 


3) 


27 



7) 


28 


2) 


10 
21 


5) 


30 


6) 


18 


6) 


15 



6) 


36 


1) 


'^ 


3) 





6) 


6 


2) 


4 



3) 29 6) 15 7) 43 4) 9 2) 87 5) 59 



3) 


9 


5) 





3) 


24 


9) 


63 


3) 


6 


4) 


9 



6) 


48 


6) 


42 


2) 


8 


2) 


6 


4) 


20 



1) 


1 


3) 





7) 


42 


4) 


24 


7) 


7 



5) 

4r 


10 
~4 


1) 


8 


6) 






4) 16 



3A Grade. 
1. Add: one thousand five hundred seventy-four, seven hundred 
twenty-two and five hundred four. 
Find the sum. 





$1. 


,25 




549 




806 




3. 


,28 




129 




190 




4, 


,35 


ve: 


769 




707 


;. Subtract 


and 


pro 




500 






846 




804 




127 






241 




139 





723 

496 



170 COURSE OF STUDY FOR PRIMARY GRADES. 

3. Divide: 



4) 369 7) 721 6) 360 4) 408 

4. The multiplicand is 456, the multipliei' 6. What is the product? 

5. The minuend is 913, the subtrahend 268, find tlie ditfgrence. 

6. Find the quotient, when the dividend is 963, and the divisor 3. 

7. Divide three dozen marbles equally among four boys. How 

many will each boy get? 
S. Mary earned 25f^ one day and 17c another day. How much did 

she earn. 
She put one-half of this money in the bank. How much did she 

put in the bank? 
9. A farmer raised 624 chickens. He sold % of them. How many 

did he sell? How many did he have left? 
10. A boys' base ball team spent |1.60 for baseball bats, $1.25 for 

base balls and $2.75 for catchers' gloves. What was the total 

cost? 

V. Keferkxces: 

A. For. Teachers. 

Number by Development — John C. Gray — J. B. Lippincott Co. 

Efficiency Arithmetic (Primary Arithmetic) 1920 Edition— Chadsey- 
Smith — Atkinson, Mentzer Co., Chicago. 

New Stone-Millis Primary Arithmetic— Stone-Millis—Benj. H. San- 
born & Co., Chicago. 

Teaching of Arithmetic — Smith. 

Special Method in Number — McMurry. 

Psychology of Number — McClelland and Dewey. 

Primary Arithmetic — Hamilton. 

B. For Children. 

The Arithmetic Primer — Hall. 

Stone-Millis Arithmetic — Primary Book I and II. 

Hoyt and Peet — First Year in Number. 

First Journey in Numberland — Harris-Waldo. 

C. Referexce Pages froh Arithmetic Books for 3d Grade. 

Thorndike — Book I. 

Page 12 — "which costs more?" 

17 — Division. 

21— Addition. 

22— Example 38— Addition. 

23 — Example 40 — Addition. 

24 — Subtraction. 

30—31 — "The ten cent store." 

34— "The Bicycle." 

39 — "Christmas presents" — Addition and Subtraction. 

42 — Playing store — (Addition and Subtraction.) 

45 — "Saving" — Subtraction. 

47- — "What change should I receive?" 

54 — Drill. 

55 — "For a party." 

58 — "How much more." 

60 — 61 — "4('' marked down from 5^." 

66 — "Boy Scouts." 

67—70—72—84—8.5—91—93—123. 



AKITllMKTIC UKFEKKXCES. 171 

Weutworth-Smith — Book I. 

Page 13 — "Climbing the Ladder" — Subtraction. 

21 — "Playing store." Make problems from Problem 5. 
36 — Addition tind Subtraction — make up from Problem 9. 
41— "The Hall' of Anything." 
46— "The Dozen." 
49— "The Store." 
61 — Addition. 

82 — 87 — Division "At the store." 
2's — o's — 4's — 5's. 
Multiplication problems similar to these of the 
2's — 3's — 4's — 5's. 
105 — "Playing store." 

106 — 107 — Problems similar to these of 2's — 3's — 4's— 5's. 
Pages 118, 121, 122, 123, 129, 130, 131, 132, 137. 

Hamilton Primary Arithmetic. 
Page 27— "The Clock." 

28— "At the ,store." 

30 — 31 — Addition. 

33 — Subtraction. 

34— Mixed. 

35 — 36- — Multiplication. 

38— "Rlaking change." 

44— 46— Addition. 

49— 50— Subtraction. 

52 — 53 — Problems on page 53 — (5 to 9). 

54 — Addition and subtraction similar to. 

56 — Multiplication of 3's. 

57 — Multiplication "at the store." 

58— 59— Multiplication of 4's. 

60 — "The laundry." 

61 — 62 — Division similar to 

67 — Addition and subtraction of money. 

69 — Multiplication of 5's. 

70 — Multiplication drill. 
Mixed 2"s, 3's, 4's, 5's. 
107 — Siinilar to 
124— The clock 

125 — The calendar — (Make problem similar using 2,'s, 3's, 
4's, 5's.) 

VVentworth Oral Arithmetic. 

Used as written work first — later used for drill. 
Page 10 — Making change from $1.00, subtraction. 
12 — Change from .$2.00. subtraction. 
Change from $3.00, subtraction. 
Change from $5.00, subtraction. 

Problems changed so Addition problems are made to 
use $2.00, $3.00, $5.00. 
13 — Multiplication. 
14 — Suitable problem made from these of 2's, 3's, 4's, 5's in 

multiplication. 
18 — "At the store." 
19 — Dividing by 2 at the store. 
56— 57— 58— Addition. 
59— 62— Subtraction. 
66 — "Find the cost" problems similar to. 

Hall Primary Arithmetic. 
Page 92 — 93 — Multiplication. 

103 — Multiplication problems similar to these. 



173 COURSE OF STUDY FOR PRIMARY GRADES. 

Sensenig and Anderson Arithmetic. 

Oral thought problems. 

Pages 23 — 27 — Similar to these in subtraction. 

Written — 

Page 34— 38— 39— Similar to. 

in addition and subtraction 

44 — subtraction (similar to). 

56 — 57 — Multiplication and division. 

61 — Multiplication similar to 
62— 63— Similar to. 

Southworth-Stone Arithmetic Book I. 
Pages 2 — S — Addition later used for drill. 

11 — Subtraction. 

16 — Written problems 
and similar to 

19 — Subtraction and similar to 

Appleton Primary Arithmetic. 
Pages 22 — Multiplication. 
53— 55— Addition. 
58— 59— 61— Subtraction. 
114 — 115 — 116 — Mixed of addition and subtraction, multipli- 
cation and division. 
125— 126— Addition. 



VI. Devices: 



A. Flash Cards. 



1. Prepare cards with several combinations on each. Distribute 

these cards to the class and test pupils on their ability to 
give correctly and quickly all the sums called for on the 
cards. Vary the exercise by allowing the children to keep 
the cards when they are correctly given. Race to see which 
child holds the largest number of cards at the close of the 
exercise. 

2. Use the perception cards which contain a single number. Place 

a number on the board. The number on the card is to be 
added to the number on the board. This number is constant 
while the cards are continually changing. If a child hesi- 
tates in giving the answers the teacher says "Class," and the 
class responds. 

3. Distribute perception cards among the children. Name a number 

such as 10; and those having cards whose sum is 10, go for- 
ward and place the cards on the blackboard ledge. Then an- 
other number is named, and the game continues as before. 

4. Children form a circle. Teacher holds up a card having two 

numbers on it and places the sign to be used on the board. 
Each child is given an opportunity to give a result. If a child 
gives an incorrect answer, he must go into the center of the 
circle. Then if he can answer before the one whose turn it 
is next, he may take his place. 

5. Cards placed on chalk tray. Call answers, children take cards. 

One, getting the most cards, wins. 

6. Moving pictures. Teacher keeps changing cards, — class or one 

child gives correct answers. Go around the class — child 
missing gets his card to study. 

7. Post office. Postmaster holds up cards. If child answers cor- 

rectly he gets the card. See who can get the most letters 
(cards). 



ARlTli:\rETIC — DRILL DEVICES. 173 

8. Divide pack among children. They recite In turn. Keep score. 

One who has best score wins. 

9. I Spy. Place a number of cards on chalk ledge. Choose four 

children, one to keep score, one to call, the other two to race. 
The caller says, "I spy 24." Contestant who first sees and 
takes card "4X6" scores for his side. 

10. Family groups. Each child has a card with a single number. 

Teacher writes the answer to a combination on the board and 
asks "all pairs of children of this family" to come to the 
front. If 15 is written, 6 must look for 9, 8 for 7, etc. 

11. Addition. Have cards 3" XI", with numbers. Give one to each 

pupil. Choose a number to add to each number on the card, 
as 6. Call upon a child. H^ reads from his card, "8 and 6 
are 14," etc. When he finishes, any who heard a mistake 
raises his hand. After mistakes, if any, are corrected, an- 
other child reads from his card. If no mistake is heard, the 
pupil scores for his side. 

12. Number combination cards on blackboard ledge. A child comes 

and writes correct answers above the cards. Take up cards, 
pass to the children; each must then put his back in right 
place. 

13. Missing numbers. A child is given cards with combinations. 

He stands in front of children so they cannot see the numbers 
on the cards. Looks a,t a card and says, "I am looking at 
two numbers that make 9. One is 3; what is the other?" 
Any child who guesses correctly three times in succession 
may take his place. 

B. Blackboard. • 

1. Going to market. Sketch on board a school and a market and 

road or street between. Write combinations in addition, sub- 
traction, multiplication and division along the road. Chil- 
dren recite — 

"To market, to market, 
To buy a plum bun." 
One pupil at a time "goes to market" reciting given combina- 
tions as he comes to them. If he fails on one, he returns 
home or is "out" and some one else tries. 

2. Crack a peanut. Writ combinations like the following on the 

board. Draw a line around each to represent a peanut. One 
who tells most combinations, cracks the most peanuts. 

3. Climb a tree and gather apples. Draw a tree on the board with 

apples on It. On each apple is a combination. Draw a ladder 
from the ground to the tree top. Have combinations on the 
rounds. See who can climb the ladder and pick apples by 
naming- combinations on rounds and apples. 

4. Write a combination on the board. Let the class see it. Erase 

the number, call for result. Score may be kept by rows, or 
by individuals if the class is small. 

5. Tell the class to add a certain number, say 3 to any number 

you write on the board. Erase the number, call for result. 
Work for speed. 

6. Have children walk across a pond on stones drawn on the board. 

Upon the stones write a number of combinations. If a child 
gives results he has crossed the pond. If he makes an error, 
he has fallen into the water. 

7. Draw a picture of a wagon on the blackboard. Fill the wagon 

with bales of hay, or cakes of ice, or something else familiar 
to the children. Write a number combination on each bale. 
Ask children to help pull the load. Perhaps one horse can 



17-i COUESE OF STUDY FOIl PRIMAKY GKADES. , 

pull it and perhaps a team will be necessary. If one child 
can name all the combinations correctly, (he) the horse has 
drawn the load. 

8. Similar games are packing a lunch basket for a picnic, packing 

a trunk to go away, picking apples from a tree, etc. 

9. Have a list of combinations on the board. Teacher calls an 

answer, child points to a combination corresponding to this 
answer. Again let a child point to all of the combinations 
in the list that have this answer. 

10. Have a list of combinations on the board. Child points and 

calls on one pupil for three answers in succession. If the 
child names all correctly, he takes his turn pointing and 
calling. • 

11. Take a trip in an airship. Combinations are written on the 

board and the child guides the airship by naming the answer. 
If he hesitates, something is wi'ong with the machinery, and 
the ship begins slowly to descend. If he manages to give 
the result before it reaches the ground, he continues to run 
the machine, otherwise another guide is chosen. 

12. Write a variety of division, multiplication, subtraction, and 

addition combinations on the board in different colored 
chalks. Give each child who is to take part in the race a 
different color of chalk. The children go to the board and 
write answers to as ma\iy as possible of the combinations 
written. When all have been answered they are looked over 
to see who got the most correct ones. For example, James 
might have the red chalk. Then we know that all the com- 
binations answered in red were answered by James. The red 
ones are counted, the incorrect ones discarded, and his score 
" put down. Then another color is taken up and so on. 

13. Numbers may be written on the board in any order, as: 3, 6, 8, 

4, 7, 8, 4, 3, 2, etc. The class is told to add a certain number 
to each of these, as 2. The teacher points to a number and 
the result is given. The room may be divided into sides and 
the' score kept by giving a mark to the side from which the 
first answer comes each time. 

14. Hide and Seek (Smith). The teacher places on the board state- 

ments like the following, with one number hidden: 3 plus? 
equals 7; 5+?=9. In making the full statement the pupil 
gets a good deal of training in repetition of number forms. 

15. Race. Write about 20 examples on the board. Two pupils at 

signal begin writing answers. The one who has the most 
wins. 

16. Relay. Divide the room into two sides. Write two rows of 

combinations on the board. The first child from each side 
runs up and puts in the answer to the first one, runs back 
and touches the next child, etc. The side which finishes 
first, wins. 

17. Follow the leader. Children at the board give each player a 

number. Another child calls: add 2, each player makes his 
number 2 more, multiply by 3, etc. If a player makes a mis- 
take leader tells him to be seated. If leader doesn't notice 
mistake and some one sitting does, he becomes leader. 

18. Race. Children from two sides go to the board, write any given 

table in order. When through, face the front, if all are cor- 
rect child erases and takes his seat. Any fact missed must 
be correctly written three times and then entire table re- 
written. The first to finish scores for his side and the side 
which finishes first, scores. 

19. Race. Children from two sides go to board. Teacher dictates 

several combinations or examples. Each child puts in the 



AIUTIIMEI'IC IJIMLL DKVJC'ES. 175 

answers as quickly as possible and runs to his seat. The first 
to finish scores for his side. The side to finish first, scores 
also. 

20. Hide and seek. Combinations placed on the blackboard with 

parts missing as 14H-o=x, 7 + x:=14, etc. In giving missing 
number, child may repeat combination or give missing num- 
bers only. 

21. Running a race. Have two columns of figures as: 



9 


15 


3 


12 


12 


3 


15 etc. 


9 etc, 



If drill is on table of three's, teacher may call: three 3's, five 
3's, etc. Have two children, each with a pointer in hand, to 
run the race and check in either of two ways: 

a. The teacher calls the combination and each child finds 

the answer in his column. The one who finds it first, 
stays, the other takes his seat and another takes his 
place. See how long child can stay at the board. 

b. Use a score board and put a check by the one who finds 

it first. At the end of a given time, count the checks 
and the one who has the most, wins. 

22. Climb the telephone or fiag pole. Have either facts or answers 

written on either side of pole. Children climb the pole by 
giving answers or facts. The one who reaches the top with- 
out falling, (one who gives all correctly) may have his 
initials put in flag. Poles joined by wires may be used and 
messages sent from one to another. This provides room for 
more facts. 

23. Climbing the ladder. Have combinations written on rounds of 

ladder, drawn on the board. The object is to climb the ladder 
without falling (missing a fact), and have initials put at top. 
Some may climb the ladder and come down again. 

24. Throwing the Beanbag. Have a large plat, with combinations, 

drawn on board. One child is chosen to stand by the board 
to throw the beanbag. He throws the bag to another child, 
who throws it at the board, saying the answer to the com- 
bination he hits and catching the bag. If he gives the correct 
answer, he may have three throws. The one who stands by 
the board must 1 now all combinations. 

25. The Merry-go-round. Make the Merry-go-round go by naming 

all the words. Initials may be put in the center. 

26. Going on a Journey. Have a railroad track with combinations 

or answers on board. Designate each end as a city and 
take a journey from one to the other, by giving the answers. 

27. Chute the Chutes. Have a chute with combinations or numbei's 

to be multiplied on board. Object is to climb to top and go 
down the chutes, by giving correct answers. 

28. Croquet. Draw a croquet plat on board with combinations or 

numbers to be multiplied in arches. Object is to go from 
one arch to another as in a croquet game. 

29. Climbing tlie stairs. Have a stairway with combinations drawn 

on board. Object is to climb to top of the stairway. 

30. Stepping Stones across a brook. Have stones in a brook drawn 

on the board. Object is to get across the brook without 
getting feet wet, missing a number. A shore line can also be 
drawn and those who get across safely can have their initials 
on the opposite shore. 



l'^6 COURSE OF STUDY FOR PRIMARY GRADES. 

C. Games. 

Counting and Drill Work. 

Finger plays (used in the very early stages of counting). 
> 1. Here is the bee hive 
Where are the bees? 
Hidden away 
Where nobody sees. 
Soon they come creeping 
Out of the hive, 
One, two, three, four, five. 

(The closed hand is the bee hive.) 

2. Five little children sliding on the floor 

One tumbled down and then there were four. 

Four little children sliding so free 

One tumbled down and then there were three. 

Three little children sliding towards you 

One tumbled down and then there were two. 

Two little children sliding for fun 

One tumbled down and then there was one. 

One little child sliding all alone 

He tumbled down and then there was none. 

3. One, two, three, four, five. 
I caught a hare alive. 

Six, seven, eight, nine, ten. 
I let him go again. 

4. Children are asked to skip a certain number of times. Each 

skip is counted. Same may be done with hopping, jumping, 
clapping hands, or tapping on desks. 

5. Teacher taps on board or table or floor with pointer. Children 

listen and count. 

6. Number touch. (Smith.) Ask a child to close his eyes, then 

touch his hand a certain number of times and have him state 
the number. Children may try this with one another. 

7. Play the blackboard is the sky. Draw stars on it. Play it is 

twilight and the stars are just beginning to show. Children 
count silently and tlien tell how many there are. Count in 
unison. 

8. Teacher places squares of paper of one color in various places 

in the room. Children count silently and then tell how many 
they have found. Children who flnd all, win. If desired to 
continue this, children close eyes, while teacher changes 
location of some of the papers, and adds more or takes away 
some. 

9. Catch and Say. Teacher provides bean bag or a ball. Children 

form a circle with one child in the center. Player in center 
tosses bag or ball to some one in the circle and as he does 
so, he gives a number combination either in addition or 
multiplication. Player to whom bag or ball is tossed must 
toss it back giving answer to combination. If he makes a 
mistake, or doesn't give answer instantly he must go In 
center, or he may have to take his seat and the leader in 
center exchanges places with some one in circle. 
10. Pitcher gives out combination; as: 6x7. 

Batter gives results first, if possible, and runs to 1st base. 

If catcher gives result first, call it a strike. 

Three strikes and the player is out. 

If other basemen give result first the man on the base is out. 

Umpire keeps the score and watches for mistakes. 



ARITHMETIC — DRILL DEVICES. 1 T7 

11. Fox and Geese. Divide the class into foxes and geese, giving 

each a certain amount of space. The geese fly over into the 
foxes territory and if a goose is caught she must answer a 
combination given her by the fox. If she answers correctly 
she goes free; if not she must be a fox. Foxes may visit the 
home of the geese and take away all who can not answer the 
combination given them. 

12. Witches' Circle. One child is the witch. All the children run 

across a line. If the witch catches one she is placed in a 
circle containing a number of combinations. If she can 
answer all the combinations correctly she goes free. If not, 
she must stay in the witches' den. 

13. Squat Tag. Pin a number on each child. One child is chosen 

"it." He chases the other children. To prevent being caught 
the one being chased squats down and at the same time gives 
the sum (or product) of the number pinned on "it" and his 
own. If incorrect, he may be caught and has to be "it." 

14. Grunt. Pin a visible number on each player. Have one player 

blind folded with remainder forming a circle around him. 
The one in the center is given a pointer. Those forming the 
circle march around until the one in the center taps the floor 
with the pointer. Then ail stop. The one in the center 
then touches some one with the pointer. The one touched 
takes hold of the other end of the pointer and gives the sum 
of his number and the one in the center. The one blind- 
folded tells the number of the one touched by subtracting his 
own from the given sum. If correct the one who is touched 
is blindfolded and the game goes on. 

15. "I'm thinking of a number." Let one child stand before the 

class and think of a number, say between 1 and 12. The 
other children try to guess it by asking questions, as: "Are 
you thinking of 2+4?" He answers, "I am not thinking of 
6." When the correct answer is guessed, he says: "Yes, it 
is 7" (or whatever the number may be). The child who 
guesses the correct number has the next turn. ^ 

16. Let the children form a circle. Each child is given a number. 

The teacher stands outside the circle with a large rubber ball. 
She gives a combination, as 2H-4, and tosses the ball into the 
center of the circle. The child whose number is six is to 
catch the ball, give the sum, and toss the ball to the teacher. 
No one but the child whose number is called is to touch the 
ball. If a child fails to respond to his number, he goes to the 
center until he has a chance to redeem himself. 

17. Bird Catcher. (Smith.) Arrange the children in a circle, 

assigning a number to each. Let one child stand at the 
center and ask the results within the numbers assigned. 
For example: "How many roses are six roses and three 
roses?" The child having the number 9 holds up his hand 
and announces the number. He has caught the bird. 

18. Bean Bag Drill. The class lines up in the front of the room. 

The teacher takes a bean bag and throws it to one of the 
children, at the same time stating an example that can easily 
be solved mentally. The child to whom the bag has been 
thrown throws it back giving the answer. This should be 
carried on rapidly. This drill may be used in addition, sub- 
traction, multiplication or division. 

19. Tug of War. The class may be arranged in two equal groups 

for a tug of war, each group having a captain. The captains 
may give combinations to the other side, such as 2 times 3, 
3 times 1, 3 times 3, and so on, the pupils being seated as 
they fail. 



178 COURSE OF STUDY FOE TEIMARY GE-ADES. 

20. Number race. Have cards wilh number combinations. Place 

an equal number of^cards on the front seats of each of two 
rows taking part in the contest. Give signal, children in the 
front seats pick up a card, skip to the blackboard, copy, 
examples, find answers, return to seats. As soon as first 
child is seated, the one back of him does the same. The row 
finishing first wins. 

21. "I need." Have a set of cards 2"X3". Print numbers as high 

as 10, one on a card, and about a dozen of each number. 
Have class around a table. Give each child six or eight cards 
and have him lay the pack face down before him. In the 
center of the table, have the rest of the cards, lying face up. 
If drill is on combinations of 10, one child picking up the 
top card of his pack says. "I have 6, I need 4. 6+4=10." 
As he says this, he picks a 4 from the center of the table 
and lays both the 6 and 4 in a pile at the side of his pack. 
Take turns around the class. When a child is not able to 
give the combination quickly, teacher indicates some other 
child who is ready, and he gets the cards. At the end of the 
game, children count cards to see who has the most. 

22. Morra. Group stands in a circle. Give signal. Each child 

extends all or any number of his fingers. An estimate made 
of the total number, all are added to see who is the nearest 
right. 
2o. Bowling game. Have a soft rubber ball and a set of cards 
5"X12" upon which number combinations have been printed. 
Place cards in a row on floor, against the wall. Have class 
stand facing the cards at a distance of about S feet. One 
child steps forward, rolls ball, which knocks down a card or 
possibly 2 or 3, his score being the number of cards, he 
knocks down providing he can give results immediately. 
Continue this around class as long as drill is desired. As an 
incentive, score books may be made, and the score kept from 
day to day, the child having the most points at the end of the 
week being declared the winner. 

24. Number game. Write numbers from 1 to 12, in mixed order 

in a circle on the floor. Child bounces a soft rubber ball 
at any number. If the drill is on 4's, he gives the product 
of the number hit and 4. He may continue until he makes 
a mistake or finishes circle. To vary the game, products may 
be written and the multiples given. This game may also be 
used for addition and subtraction. 

25. Choose sides and give answers to multiplication tables as in a 

spelling contest. 

26. Bean bag. Throw bag to child, saying a combination. If he 

says the correct answer, he throws the bag back, if not gives 
it to someone else. 

27. Baseball. Choose a batter from girls' side and a pitcher and 

catcher from boys' side. The pitcher says to batter: "Seven 
fives." Batter answers: "Seven fives are thirty-five." 
"Eleven fives." "Eleven fives are fifty-five." "Five fives." 
"Five fives are twenty-five." The batter then has had three 
"balls" or chances to answer. If she has done this correctly, 
she has made a "home run" and scored "one" for her side. 
A new boy is chosen for a pitcher and a new catcher ap- 
pointed. The sucessful batter chooses a girl to follow her. 
Three more combinations are then called. If the batter 
misses, the catcher must answer, thus scoring for the boys' 
side. 



ARITHMETIC — DKILL DEVICES. 1T9 

28. Automobile game. Have set of cards with twenty simple prob- 

lems written on each. Have each card different. Distribute 
cards, placing two on desk of child sitting in front right 
hand corner of class. Children with paper and pencil begin 
copying and solving problems at a signal. Signal given every 
half minute, cards are passed and work continued. In pass- 
ing cards, children in first row hand cards back, child in 
back seat passing across the aisle. Second row passes for- 
ward, child in front seat passing across. Teacher marks 
papers and reports are placed where all may see. Marks may 
be added from day to day. 

29. Playing cashier. One child may be the cashier of the gas com- 

pany. The other children pay their gas bills. Each of the 
others have toy money with which to pay their bills given 
to them at the beginning of the game. Make change. 

30. Beanbag Toss. Draw five circles, one within the other, on the 

floor. Number the spaces between. Let each player have 
five turns throwing the beanbag into the rings. Have a 
scorekeeper. The child with the highest sum wins. 

31. "I am thinking." One child says, "I am thinking of two num- 

bers, vi'hose sum is 12." Others try to guess. The one who 
guesses correctly may think of two numbers. 

32. Playing store. Have toy money. Draw on the board pictures 

of things to buy, or have pictures cut from magazines pasted 
on large cardboard. Have a price for each article to be sold. 
Children take turns at being store keeper. Others come to 
buy. Make change. 

33. "Pussy wants a corner." Several children stand at given places 

for corners. Each is given a number. The same number is 
given to two children. The one in the center calls two num- 
bers whose sum is not larger than 10. If 3 and 6 are called, 
the two children numbered 9 exchange places. The one in 
the center tries to get one of their places. 

34. Champion of twenty. Print numbers from 1 to 20 on cards. 

A child steps to front of room, holding cards so class can see 
first number. Two children, working for championship, 
stand back of the first child. If drill is on addition of 2, the 
children at seats give sum of number on card and 2. The 
contestants, by subtracting' 2 from number given, are able 
to give number on the card. The one calling out number 
first, receives the card. The one who secures most cards is 
"Champion of twenty." 

D. Seat Work. 

Puzzle. Divide a square of cardboard into nine squares. Cut 
the numbers from 1 to 9 from a calendar. Child places a 
number in each square, so that the sum of three numbers in 
any row is 15. 

Teetotums. A game for two. Have a cardboard dial with num- 
bers and a spinner, such as is used in many children's games. 
Children spin in turn, keeping score. See who can have the 
most at the end of a given time. 

Finding answers. Have 24 cards,' 3"X4". Write combinations 
on 12 cards and answers on 12. The children may prepare 
these cards. Mix the cards and arrange with combination 
and answer together. 



180 COURSE OF STUDY FOR PRIMARY GRADES. 

VII. Slggestio>'s and Cautions: 

1. Teach children to write numbers in columns, keeping them 

straight. 

2. In writing large numbers have comma placed between hundreds 

and thousands. 

3. Keep good spacing in written work. 

4. In concrete work have the children give the name of the thing 

being worked with in each step of the problem. 

5. Prove subtraction problems. 

6. Have child away from board rather than near with a pointer 

when working for speed in board drills. 

7. Avoid counting on fingers. 

8. Don't allow child to count when adding. 

9. Don't have abstract work without a time pressure. 

10. Be sure child does not get the habit of writing numbers in the 
carrying or borrowing processes. 



DRILL SUBJECTS — NOTES. ISl 

NOTES. 



183 " COURSE OF STUDY FOE PRi:\IARY GRADES. 

NOTES. 



DRILL SUBJECTS— NOTES. 



18^ 



1$4 COUKSE OF STUDY FOR PRIMARY GRADES. 

NOTES. 



CHAPTER III. SPECIAL ARTS. 

A. DUAWING. 

Hakriici' M. Cantrali., Supervisor. 

Grade I. 

Aim : 

1. To give the children a vocabulary of forms with which to express 

themselves in pictorial form. 

(a) Objects requiring the vertical line — a house — a fence. 

(b) Action lines — to suggest the human figure in motion. 

(c) One or more animal forms: 

1. One domestic animal. 

2. One circus animal. 

(d) Growth of trees and plants. 

(e) Land forms — hills, plains, shore lines. 

2. Color. 

(a) Color names primary — secondary colors. 

(b)" Mixing and applying these colors in flat washes. 

(c) Color paper posters. 

3. Design. 

Arrangement of work on page. 

Repetition and variation with border units. 

4. Cut letters of alphabet. 

5. Construction. Learning to measure with 1" and i--" dimensions. 

Materials : 

Crayons — paints, colored papers, scissors, clay. Art Book L 

Note: Correlation of Drawing and Construction with the other sub- 
jects in the course of study should be worked out month by month. 
Such correlated problems must of necessity be prompted by the children 
and room teacher. If it develops as a problem in the Arithmetic lesson, 
let the project be developed and completed in the Arithmetic periods, if 
in the Geography periods— develop at that time. The Drawing time 
should be used for the development of technical ability which may be 
used in all the other subjects when needed. Often, however, the exer- 
cise in Drawing may take the form of some part of the project in hand. 
This should be brought about whenever possible. 

Guade II. 

Aim : 

1. To add to the form vocabulary and improve upon those forms learned 

in first grade. 

(a) Arrangement of forms in picture — to form good composition, 

to teach near and far, grouping, relation of sky and ground, 
etc. This work to be connected with stories and games. 

(b) Action lines — human figure. Use these in crayon illustration, 

cut i)aper compositions, community posters. 

(c) Two or more animal forms: Domestic animals, circus animals. 

(d) Continued study of tree growth. 

(e) Land forms used in cut paper posters and crayon illustrations. 

2. Color. 

(a) Color names primary and secondary colors. 

(b) Mixing these colors and tints of each. 

(c) Color papers — design and picture making. 

18B 



186 COURSE or study for primary grades. 

3. Design. 

Arrangement of work on page. 

Repetition and variation with border units. 

4. Improved work in cutting alphabet letters. 

5. Construction — Use of %" and Vi". 

Materials: 

Crayons — paints — colored papers, scissors, clay. Art Book II. 

GlJADE III. 

Aim. : 

1. Form study continued. Use forms in pictorial composition with cut 

paper. 

2. To learn to draw the poster letters, to letter with single line letters. 

Simple posters for health slogans, rent and sale cards, addresses, etc. 

3. To make and repeat units for borders and surface patterns. 

4. To control pencil in holding lightly, sketching lines freely. To form 

habit of sitting properly and keeping paper in proper position 
while drawing. Recognizing and producing vertical, diagonal and 
horizontal lines. 

5. Painting within a given form, learning brush 'control, mixing colors, 

matching colors. 

6. Design. Borders. Drop repeat in surface pattern. 

7. Color. The color wheel in Art Book. Learning names, producing the 

"colors with their paints, matching colors found in papers, ribbons-, 
flowers. 

Materials: 

Pencils, colored papers, paints. Art Book III. 

Note: See note at the end of the Drawing outline for Grade I. 



B. Ha>;dwoi!k. 
EiJzABETii Ckeigiitox, Hupervisor. 

Grade III. 

1. Ruler drill: 

a. Study of ruler — drill in the names of the marks on the scale, and 

the distance from any one mark to any other mark. 

b. Application of ruler study — measurement of objects and distances 

in the school room. 

2. Formal construction work — technique emphasized. 

Making of envelopes, booklets and other articles needed for class 
room use or for gifts. 

3. Free construction work — initiative emphasized. 

Illustration of any topic under discussion in reading, story telling, 
geography, etc. 

4. Elementary textile study. 

Wool is used as a typical textile material. Sheep stories are told 
and the primitive methods of spinning and weaving are demon- 
strated. A small amount of fabric weaving is done by the children. 



C. MUSIC. 
Katihivn Jl. Baxtki;, Director. 

The Music Teachkk's Creed. 

I believe in Music, moulder of human mood and inspiration, beautifier 
of waste places; restorer of despairing souls; 

I believe that through Music can be brought about the salvation of 
man from many misspent hours, from unworthy impulses, from premature 
spiritual decay, through greed for gold and lust for office; 

I believe in Music as a channel of communion between man and his 
nobler self, between man and nature, between man and God; 

I believe in and shall labor to hasten the day when our country's 
Music shall be deemed more valuable than its merchandise, more potent 
than its coiirts and tribunals, more distinctive and excellent than its 
letters. 

Irvikg M. Glen, 
University of Washington. Seattle, Washington. 

IB Gr.U)e. 

I. Aims: 

a. To give every child use of his singing voice. 

b. To give every child enjoyment of music as something heard as 

well as something expressed. 

II. Mates^ial: 

JIONTH I. 

Art songs — Selected. 
Type songs — Pages 5, 6, 7 — Book I. 

The ten steps in teaching rote songs will be found on page 2<S of 
Manual. 

MONTH II. 

Art songs— Selected. 

Type songs— Pages 8, 9, 10, 11— Book I. 

MONTH III. 

Art songs — Selected. 

Type songs — Pages 12, 1.3, 14 — Book I. 

JIOXTH IV. 

Art songs — Selected. 

Type songs— Pages 15, 16, 17, 18 — Book I. 

JIONTH V. 

Art songs — Selected. 

Type songs— Pages 19, 20, 21, 22— Book I. 

III. ;\lKTHon OF Pkoceuure: 

a. Read carefully in Teacher's Manual I : 

Pages 3 and 4 — "Pedagogical Conclusions," and "The Sensory 

Period." 
Page 10 — Concerning the organization of Chapter I, II, and III. 
Pages 12-21 and Page 23 and 24 to Paragraph III. 

IV. Attainment: (Average.) 

a. Ability to sing 15 or 20 songs pleasingly. 

b. Reduce monotones to 10% or less of total enrollment. 



188 COUESE OF STUDY FOR PRIMARY GRADES. ' 

c. 90% Of pupils sing intlivdually, correctly and pleasingly 5 of the 

songs sung by class. 

d. Children prefer good tones rather than bad. 
(All references are to the Progressive Music Series.) 

lA Gr.\de. 
I. Aims: 

a. To give every child use of his singing voice. 

b. To cultivate the power of careful sensitive aural attention. 

c. To give every child enjoyment of music as something heard as 

well as something expressed. 

II. Material: 

MONTH I. 

1. Art songs — Selected. 

Songs— Pages 24, 25, 26, 27. 28— Book I. 

2. Sing loo — Chapter I — Book I. 
Directions found Page 24 of Manual. 

3. Recognition of Phrase Repetition — Pages 5, 6, 7, 8. 
Directions found Page 25 of Manual. 

.4. Teach syllables of songs — Pages 5 and 6. 

MONTH II. 

1. Art songs — Selected. 
Songs— Pages 29, 30. 31, 32, 33. 

2. Sing loo— Songs — Chapter II — Book I. 

3. Recognition of Phrase Renetition — Pages 9, 10, 11, 12. 

4. Teach syllables — Page 7, Book I — Both songs. 

MONTH III. 

1. Art songs — Selected. 
Songs— Pages 34, 35, 36, 37. 

2. Sing loo— Chapter III— Book I. 

3. Recognition of Phrase Repetition — Pages 13, 14, 15, 16, 17. 

4. Teach syllables — Pages 8 and 9. 

MONTH IV. 

1. Art songs — Selected. 

Songs— Pages 38, 39. 40, 41. 42— Book I. 

2. Sing loo — Chapter IV. 

3. Recognition of Phrase Repetition— Pages 18. 19, 20, 21, 22. 

4. Teach syllables — Pages 10 and 15. 

MONTH V. 

1. Art songs — Selected. 
Songs— Pages 43, 44, 45, 46, 48. 

2. Sing loo — Chapter V — Book I. 

3. Recognition of Phrase Repetition— Pages 24, 25, 26, 27, 28. 

4. Teach syllables — Pages 17 and 18. 

III. Method ov Procedure: 

a. Read carefully: 

Page 3 and 4 — In Teacher's Manual I. 
Page 10 — Through description of Chapter V. 
Page 12-21. 
Page 23-24. 

Page 24 — Paragraph III — specific work in ear training. Aim 
"b." Above under I. 



MUSIC — SECOND GUADE. 189 

\ V. Attai N .\i K\T : ( Average. ) 

a. At close of semester class should be able to sing 15 to 20 songs 

pleasingly. 

b. Ability to recognize a recurrent theme. 

c. Reduction of monotones 107o or less of total number of pupils. 

d. Ability of 90% of pupils to sing about 5 of songs sung by class 

as whole, including syllables. 

e. Children prefer good tones to bad. 

2B Grade. 

I. Aims: 

a. To give use of singing voice. 

b. Development of song singing. 

c. Enrichment and extension of song repertory. 

d. Further development of aural power. 

e. To give every child enjoyment of music as something heard as 

well as something expressed, 
f. To develop power to recognize aurally and with eye simple 
phrase groups of tones and feeling for simplest rhythms. 

II. Mateiual: 



1. Art songs — Selected. 

2. Songs — Chapter I — Review — Phrase Repetition. 

Syllables. 

Individual singing of syllables. 

3. Study of Motives and Figures. 
Directions — Pages 43, 44 — Manual. 

At close of month following tone words should be well taught: 
1—3—5—8 
8—5—3—1 
1—3—5 
5—3—1 
3—5—1 
^—1—3—5 
a— 5— 1—3 

MONTH II. 

1. Art songs — Selected. 

2. Application of syllables — Book I — Chapter II. 

Directions — Page, 26, Page 37 — Manual. Please follow carefully. 

3. Study of motives and figures — Book I — Chapter II. 
Directions — Page 45, 46, 47 — Manual. 

Following tone words should be learned by close of month: 
1—7—1 8—7 7—8 

3—2—3 6—5 5—6 

3—4—3 4—3 3—4 

5—6—5 2—1 1—2 

1—2—1 

MONTH III. 

1. Art songs — Selected. 

2. Application of syllables— Book I— Chapter III— Children encour- 

aged to independence in applying syllables to familiar phrases. 
Directions — Page 37 — Last paragraph in section 3. 



190 COUKSE OF STUDY FOIt PKIMARY GRADES. 

3. Study of motives aiid figures. 

Following tone words should be learned by close of month: 
1—2—3—4—5 5—4—3—2—1 

1—2—3—4 4—3—2—1 

8—7—6—5 .5—6—7—8 

1—2—3 5—2—1 

3—4—5 5—4—3 

MONTH IV. 

1. Art songs — Selected. 

2. Application of syllables — Book I — Chapter IV. 

(Same as Month III.) 

3. Study of motives and figures — Book I — Chapter IV. 

(See Page 50.) 
Following tone words should be learned by close of month: 



1—2—3 


3—2—1 


1—2—3—4 


4—3—2—1 


2—3—4 


4—3—2 


2—3—4—5 


5—4—3—2 


3—4—5 


5—4—3 


3—4—5—6 


6—5—4—3 


4—5—6 


6—5—4 


4—5—6—7 


7—6—5—4 


5—6—7 


7—6—5 


5—6—7—8 


8—7—6—5 


6—7—8 


8—7—6 


6—7—8—2 


2—8—7—6 


7—8—2 


2—8—7 


7—8—2—3 


3—2—8—7 




MONTH 


V. 





1. Rote songs — Selected. 

2. Application of syllables — Book I — Chapter V. 

(Same as month III.) 

3. Study of motives and figures — Book I — Chapter V. 
Following tone words should be learned by close of month: 

1—3 3—1 1—4 4—1 

2—4 4—2 2—5 5—2 

3—5 5—3 3—6 6—3 

4_6 6—4 4—7 7—4 

5—7 7—5 5—8 8—5 

6—8 8—6 6—2 ,2—6 

1—2 2—7 7—3 3—7 

2A Gr.\de. 

I. Aims: 

a. To give every child use of his singing voice. 

b. Development of song singing. 

e. Enrichment and extension of song repertory. 

d. Further development of aural power. 

e. To give every child enjoyment of music as something heard as 

well as something expressed. 

f. To develop power to recognize aurally and with eye simple phrase 

groups of tones and feeling for simplest rhythms and to use 
this power in reading new songs. 

II. Material: 

MONTH I. 

1. Art songs — Selected. 

2. Presentation of notation — Book I — Chapter I. 
Directions — Pages 56, 39 — Manual. 

3. Eye training. 

Drills — Found on Page 57 — Manual. 
Directions — Page 40 — Manual. 



.MT^SIC — 'nill!!) (illADK. ]01 



JIONTII II. 

1. Art songs — Selected. 

2. Development of notation — Book I — Chapter II and III. 
Directions — Page 58 — Manual. 

3. Work in eye training. 
Directions — Page 59 — Manual. 

MONTH III. 

1. Art songs — Selected. 

2. Development of notation — Chapter IV and V — Book I. 
Directions — Page 58 — Manual. 

3. Eye training drills — Chapter IV and V — Book I. 
Directions — Page 60 — Manual. 

MONTH IV. 

1. Art songs — Selected. 

2. First reading of nevif songs — Chapter VI. 
Directions — Page 66, 41 — Manual. 



1. Art songs — Selected. 

2. Reading of new songs — Chapter VII. 
Directions — Page 41 — Manual. 

III. Method of Phocedurk: 

a. Read carefully: 

Page 3 — In Teacher's Manual I. 

Page 4 — Pedagogical conclusions concerning sensory period. 

Page 10-21. 

Page 35-42. 

IV. Att.vinment: 

a. At close of semester class should be able to sirig 20 to 25 songs 

pleasingly. 90% of class should be able to sing 3 to 5 of songs 
learned. 

b. Monotones reduced to 5% or less of enrollment. 

c. Ability to recognize and sing at sight familiar figures and mo- 

tives in new combinations. 

d. Ability to recognize some 2 or 3 compositions on hearing and to 

follow a recurrent theme in a new song. 

3B Grade. 
I. Aims: 

a. Continued correction of monotones. 

b. Development of free c.nd beautiful singing of songs. 

c. Enrichment of song repertory. 

d. Further development of appreciation. 

e. Development of an elemcntarii degree of power and skill in sight 

singing. 



192 COURSE OF STUDY FOR PRIMARY GRADES. 

H. Material: 

MONTH I. 

1. Art songs — Selected. 

2. Sight reading — Chapter I-VI. 

II-VII. 
Directions — Page 66-68 — Manual (Analysis of songs). 
Pages 41, 42. 

MONTH II. 

1. Art songs — Selected. 

2. Sight reading— Book I, Chapter III-VIII. 
Directions — -Pages 85, 41, 42 — Manual. 

MONTH III. 

1. Art songs — Selected. 

2. Sight reading— Book I, Chapter IV-IX. 
Directions — Pages 87, 41, 42 — Manual 

MONTH IV. 

1. Art songs — Selected. 

2. Sight reading — Book I, Chapter V-X. 
Directions — Pages 89, 41, 42 — Manual. 

MONTH V. 

1. Art songs — Selected. 

2. Sight reading: 

General reviev/. Book I, Part I and II. 
Primary Song Book, Chapter V. 

III. Method of Procedure: 

a. Read: 

Page 3 in Teacher's Manual I. 

Page 4 Pedagogical conclusions regarding sensory period. 

Pages 10-21. 

b. Read over outlines of first and second grades for suggestions for 

third grade. 

c. Read with especial care pages 75 to 84, stressing particularly 

Section III "Specific Work in Ear Training" and Section IB 
"Specific Work in Eye Training." 

IV. Attainment: 

a. At close of semester class should be able to sing 20 new songs, 

5 of which should be memorized. 

b. 90% of class should be able to sing 4 or 5 of songs learned. 

c. Monotones practically eliminated. 

d. Ability of at least 25% of class to sing as well individually as 

class does as whole. 

e. Power to recognize by sound that which they know by sight and 

vice versa. 

3 A Grade. 
I. Aims: 

a. Continued correction of monotones. 

b. Development of free and beautiful singing of songs. 

c. Further development of appreciation. 

d. Development of an increasing degree of power and skill in sight 

singing, 
e. Enrichment of song repertory. 



MUSIC — TiriltU tJKADE. 193 

II. Matkkial: 

MONTH I. 

1. Art songs — Selected. 

2. Sight reading — Book I, pages 81-86. 
Directions — Page 93 under Sixth month and note. 

aiONTH II. 

1. Art songs — Selected. 

2. Sight reading — Pages 87-93. 

MONTU III. 



1. Art songs — Selected. 

2. Sight reading— Pages 94-100. 



MONTH IV. 



1. Art songs — Selected. 

2. Sight reading— Pages 101-107. 



1. Art songs — Selected. 

2. Sight reading— Pages 108-112. 

III. Method of Pkocedube: 

a. Read carefully: 

Page 3 in Teacher's Manual. 

Page 4 Pedagogical conclusions regarding sensorv period. 

Pages 10-21. 

b. Read over Outlines of first and second grade and of three B for 

suggestions and as a foundation on which to base work of 
this grade. 

c. Read with special care pages 75 to 84, stressing Section III 

"Specific Work in Ear Training" and Section IV "Specific 
Work in Eye Training." 

iV. Attainment: 

a. At close of semester class should be able to sing 20 new songs, 

5 of which should be memorized. 

b. 90% of class able to sing pleasantly 4 or 5 of songs learned. 

c. Ability to sing songs of grade in Part III, Book I at sight. 

d. Ability of at least 25% to sing as well individually as class does 

as whole. 

e. Power to recognize by sound that which they know by sight and 

vice versa. 



194: COURSE OF STUDY FOR I'IMMARY GRADES. 

NOTES. 



SPECIAL AUTS — NOTES. 



195 



196 COUESE OF STUDY FOIi PRIMARY GRADES. 

NOTES. 



SPECIAL AUTS — NOTES. 



197 



CHAPTER IV. SEAT WORK. 
A. SuticiESTioxs I'OH Pkepaiuxc; AM) Cakixg for the Matkrials. 

1. Get empty thread boxes from a dry goods store. These can be collected 

during the summer vacation. 
Number the material and the boxes with the same number. 
All material used should be marked in' some way to correspond with 

the box or envelope in which it is kept. 

2. When preparing a particular kind of seat work, make duplicate copies 

for each child. This saves time and commotion. If a part of one 
copy is lost the child can taks care of the situation without the 
teacher's assistance. 

o. Have two boxes for each child's word cards. At the close of the 
semester the children can sort out the first stray words from their 
boxes and return them to the empty boxes which are kept on hand 
for this purpose. Beginning children must not have too many words 
in a box at one time. 

i. Save cornflake boxes to use in making cardboard patterns. It helps 
materially to have at least half as many patterns as children during 
a seat work period of tracing. These patterns can be labeled and 
used from one semester to another. 

5. You can save time and at the same time have more of a variety of both 
seat work and class work by using a No. 17 Superior Rubber Type, 
with a No. 60 three line holder, sold locally. 

DoM'"s. D(.>>'t's. Dont"s. 

Do not print (hand print) work for the children upon the blackboard. 

Children can read script better. 

Do not allow children to print in the First grade. Do all you can 
to stop this at their homes. It interferes with their writing work. 

Do net assign words for the children to write until they have mas- 
tered the letter formations and connections needed in the words. 

Do not throw aside seat work and say "too hard" if the majority of 
the class fails to get a new phase of work for the first time. Look back, 
go back and see wherein you failed to make it clear to them. Develop it 
more carefully another time. 

Do not fail to rebuke, encourage, praise, give another trial another 
day when a child has failed in his seat work while working alone. 

Do not fail to take time to teach a child to help himself, to use his 
or her own imagination, and express himself or herself in his or her 
own way. This is just as important as reading stories which are the 
product of some one's else imagination. 

Slowly for some but surely all will accomplish this First grade seat 
work. The better group will be into the last phase of this" work (VI) 
before the close of the first semester. While the slowest group will go 
into this more deliberately. They will use much of ite during the time 
they are in the lA grade. 

B. Devices — Vocabulahy Work. 
First Grade. 
As you read this article on seat work you will note these devices are 
based upon class work where the script and print are introduced together 
and the use of the following materials: 
a. Word cards for the IB grade. 
Ij. Alphabet cards for lA grade. 

198 



SEAT WOK'K \'()(' AHIl.Ain K.\I I' 1 1 ASl S. 190 

c. Gnmnied copies oi" the niiuiimini requirement list of words for 

tlie first three grades. 

d. Pictures. 

e. Patterns. 

The word boxes used in the IB aie tilled with the ininimuni' require- 
ment list of words for sentence work. 

Gummed copies of the minimum requirement list of words for the 
hi-st grades makes it possible for the children to have labeled patterns, 
pictures and dictionaries to refer to in their composition work of these 
grades. 

Teachers using the script form only for the first five or six weeks 
must write it upon the blank side of the word cards used during this 
peiiod of time. 

I. First Words. (Objects.) 

1. Trace around labeled patterns (cat, hen, man). Cut them out. 

Select correct names from a GENERAL word box. Paste names 
on the objects made. Take them home to mother. Make extra 
copies to put in an envelope for a booklet. 
Child's Problems: 

a. Neat tracing. 

b. Careful cuttiiig. 

c. Careful pasting. 

d. Selecting of correct word for the picture he or she has 

made. 
Teacher's Aims: 

a. To set up problems for the children the first day of school 

along a line which is beneficial to- them in future work. 

b. Help the children form the habit of working. 

c. Teach children to work independently. 

d. Teach the children to do their work neatly and carefully. 

e. Give the children a mental picture of the w'ord along with 

a mental picture of the object it represents, 
f. Help children match print with script. 

o- Try to help the home folks get in touch with the work of 
the children they send to school. 

2. After the teacher has used the script form of these words on the 

blackboard in a recitation, they may be placed upon the black- 
board for the children to imitate them on their 'desks in the 
order they are on the board with the word cards from their 
INDIVIDUAL work boxes. Have children try to get more than 
one copy of these words. 
Child's Problem: 

a. To select correct words. 

b. To get them in correct order. 
Teacher's Aim: 

a. To teach script with print. 

b. To help children to become better acquainted with the 

words used. 

c. To give the children a new problem. 

3. Climb stairsteps with known words from the word boxes, placing 

the same words on a step. Make the stairsteps on a piece of 
drawing paper or wath chalk upon the desk. 
Child's Problem: (Each child may have a different aim.) 

a. See if he can beat his classmates. 

b. See if he can find all the cards of the same word. 

c. Find more than he did the previous day. 
Teacher's Aim: 

a. Train children to enjoy their work. 

b. Drill on the words they are learning. 

4. Use ladders as in No. 3. 



200 COUKSE OF STUDY FOT! PRIMARY GRADES. 

II. Work on Words Used in Connection with the Object Words. 

1. Same as Number 2 in 1. 

2. Children paste words they have found in magazines and papers 
, at home in a booklet which is kept during the semester for 

reference. (This book corresponds to one they call a dictionary 
in the lA. Example: he, is, on, to, she, said. 

3. The teacher may pass out magazine pages for the children to find 

words they know. These may be underscored or cut out and 
pasted in the booklet. 

4. Sorting of the words from the word boxes. 

a. All known words. 

b. All unknown words. 

c. All words of two lettei's. 

d. All words beginning with s, etc. 

5. Sentences or Mother Goose Rhymes. Give three copies to a child 

(print) in an envelope. One entire and two cut up into words 
or phrases. Children match and rebuild sentences or rhymes. 
If this is not problematic enough, put a list of the words upon 
the blackboard (script) for them to imitate. 

6. Have the children make sentences from the words of the rhyme 

along a different line of thought. 

Example: Jack and Jill went down the hill 
to get water. 
Jack fell and Jill 
came tumbling after. 
Make original sentences with word cards. 

Example: Jack went away. 
If this sort of thing has been done in the recitation it will not 

be too hard for seatwork. 
Child's Problem: 

Select and arrange words to give a different story for some one 

(Miss ■ ) to read. 

Teacher's Aim: 

a. To try to create a desire in children to think out stories. 

b. To hold them to make a story from a limited number of 

words. 

7. Fold a heavy piece of paper to make a four page booklet. Paste 

an envelope containing a set of words for a particular story, 
on' the first page. Upon the second page paste a familiar pic- 
ture of some Mother Goose Rhyme which the children can re- 
peat but havf never hod any word study on. On the third 
page is the entire copy and space enough for the children to 
match the words and set up a duplicate copy of the story. 

Child's Problem: 

To select words v.hich are not familiar and make the story. 

The Teacher's Aim: 

To teach a child to work with new words independently. 

S. Give children envelopes containing copies of more than one Mother 

Goose Rhyme which has been studied in class work. Have the 

children .set up the rhymes and select pictures from a picture 

box to go Avi'th the rhymes. 

Teacher's Aim: 

a. To give the children interesting drill upon words they have 

had which should be fixed in their minds in reading 
work. 

b. Teach them to think for themselves. 

9. Have an abundance of sentence work from the first lessons. One 
Avay of doing this is to put into boxes little pictures and parts 
of sentences for the children to put together. 
Example: I eat (this is a card) apples. Instead of the word 
apples have pictures of apples. 



SKA'I' W'OIIK VOCAIUI.AKV KM I'l I ASl S. 201 

I see a (this is a card) book, doll, boy, etc. Instead of the names 
of the objects have the pictures. Later on the children can 
make pictures on pieces of paper and place the parts of the 
. sentences with their pictures for classmates to read. 

Teacher's Aim: 

a. To give children material to stimulate imagination and 

help them to work out things for themselves. 

b. To teach words. 

c. To help children to read sentences where they do not 

know all of the words in them. (This makes fluent 
readers.) 

10. No. 9 can be done on the blackboard and the children use word 

cards and imitate. They must make their own pictures. 

11. Have the children make sentences out of nouns from the first. 

Example: hen, cat, pig, boy, etc. Insist upon their making 
original sentences. They will do this if they have made sen- ' 
fences for the teacher to put en the blackboard during recita- 
tion. 
Aim of Teacher: 

a. To drill upon the words. 

b. To stimulate the imagination of the children. 

12. Another device similar to No. 9 is to pass envelopes to children 

with the parts of the sentences written upon (or printed with 
the rubber type) heavy paper. Ask the children to draw or 
find the objects some place, to go with them. Example: I have 
a (book). This book may be taken out of the desk and the 
part of the sentence placed with it. 

III. :\Iore Practice on Matching Print with Script. 

1. Give a child a paper that has been marked into squares. The 

squares should be large enough to contain a script copy of a 
word under which a word card may be placed. Children select 
the correct words from the word box and match. Have the 
children see how many times they can find each word and place 
them one upon the other. This is a good device for words 
that catch children. Example: when, then, now, that. Let a 
child who knows the words be the teacher and help the chil- 
dren pronounce the words. 

2. AVith the use of the word cards a blackboard copy may be made 

up of: . . ^ 

a. Words of a particular story of the minimum requirement 

list. 

b. Words of different stories of this list. 

c. Difficult words of this list. 

d. Sentences given by the children during a recitation. 
(Do not use the sentences of the book.) 

3. With the use of the alphabet cards, the blackboard copy may be 

made up of: 

a. All the words of the same story. 

b. New words of new stories. 

c. Sentences using the words of all stories. 

4 Omissions in words, phrases, and sentences. Use the alphabet 

cards and supplv omitted letter. Example: c-t, h-n, lit-le, etc. 
Use the alphabet or word cards and supply omitted words. 
Example: The hen ate the • . 

5 Game of racing. Select a child to be "teacher" and point out 

words from a blackboard copy for the seat work people to: 

a. Find in word boxes. 

b. Find in books. 

c. Make with alphabet cards. 



203 C'OUKSE OF STUDY FOR IMtlMARY GltADES. 

Children's Problem: 

To get correct words first. 
Teacher's Aim: 

To speed up word recognition through the little game.- 
6. The "child teacher" may flash cards in the same way as No. 5. 
Reward given by the "child teacher" for the fastest worker. 
IV. Work with Words Which are not in Wordboxes. 

1. Place upon the blackboard the folloAving: 

a. One one I. 

b. Two two il. 

c. Three three III. 

d. Pour four IV. 

e. Five five V. 

f. Six six VI. 

g. Seyen seven VII. 
h. Eight eight VII. 

i. Nine nine IX. * 

j. Ten ten X, etc. 
Put into the hands of the children envelopes containing these 
numbers and words. (Several copies of each in the print 
form'.) Have the children imitate this copy. In a very short 
time they will know these words. The child who gets these 
done first may be the teacher and help others. This copy can 
be imitated more than one time upon the desk if the envelope 
contains more than one set of words. The words are fixed in 
minds of the children sooner if they have the chance to make 
more than one copy at a time. 

2. After No. 1 is mastered a paper containing several kinds of 

pictures may be passed out. There must be one or more than 
one of each kind of picture. Example: One cat, two boys, four 
birds, one baby, seven rabbits, etc. Have the children count 
the number of each kind of picture and select the correct word 
(number word) for each kind of picture. Example: Two boys, 
one cat, seven rabbits, four birds. These copies may be used 
indefinitely if the paper on which the pictures have been pasted 
is heavy. 

3. After No. 2 has been mastered the teacher may pass out envelopes 

containing the names of the pictures on the paper for the chil- 

• dren to select and match. They will apply their phonics and 

• get this without any help to speak of. Example: One child 
matched the correct word with every picture except one. When 
asked why he left the picture of the knife without its name 
he replied, "There is no name in the envelope for it." The 
word fork was just as new to him as knife. He was able to 
match the word fork with the picture of the fork because of 
its initial sound. But the initial sound of knife fooled him. 

4. After a child has learned to repeat the days of the week, months 

of the year, the streets in order of a given direction from the 
building give him the word cards containing these to lay in 
order. 

5. Give children color charts you have majle and the names of the 

colors to match. Example: A paper with red, blue, black, 
green, etc., marks on it. Children find name of color and 
match. Color words may be used with No. 2 also. 

6. :\lake sentences which are original without the teacher's help 

and receive reward for the most sentences made. Use No. 2 
for incentive. 

7. Have the children use letter cards and make words on the tops 

of the desks that make the teacher hungry. A box of labeled 
pictures of things to eat cut from magazines must be where the 



SEAT WOI.'K — \()(Am;LAi;Y K.\l I'l I ASIS. 'iO'^ 

children can go to it for help (cake, milk, pie, cotl'ee. etc).. 
Have the children keep the pictures out of sight when the 
teacher comes to read the work. 
8. Vegetables, fiowers and plants cut out of seed catalogues may be 

used in a similar wa.v. 
'9. Children ma.s play circus on (he .same plan as No. 4 and write 
sentence. Example: / am a clown. A child from a grade 
higher or from another room may come in and read the sent- 
ences. The pictures of the animals must be out of sight during 
tile reading of the sentences. 
Teacher's Aim: 
Teach — / am. 

10. Children tell what they had for dinner in the same way. Ex- 

ample: / had cake. 
Teacher's Aim: 

Teach — / had. 

11. I leant (I wish) can be taught in the same way telling what they 

want for dinner. 

12. Teach "l have" by letting the children fish from a closed box of 

labeled object-pictures, knife, ball, stick, book, etc. The article 
fished out should be kept in the desk when the seat work is 
being read by the teacher. 

13. Children may tell what they see in the same way. Make them 

' find the word which expresses what they see if they do not 
know it. Example: Book, pencil, tablet, etc. 
Teacher's Aim: 
Teach — I see. 

14. Make family booklets and label all pictures. Example: Get pic- 

ture of a man from a magazine or catalog and label — This is 
father, etc. 

15. Make a booklet of things we wear. Example: Cut out a cap from 

a catalog and label — See my cap. 

16. Make a booklet of a vacation trunk. Select things the teacher 

will put in her trunk when she takes her Sirring vacation. 

17. Booklet of things we eat. 

IS. Make phonetic words from phonic card boxes. Example: Cards 
in box, at, ask, ound, et, it, ut, ot, eep, s, b, cr, si, tr, r, c, f, etc. 
Words, made — rat, cat, hat, black, back, tack, found, round, 
sound, pet, met, let, sit, mit, hit, cut, but, hut, got, hot, sleep, 
creep, sheep. 

19. Have children visualize sentence then write it on blackboard. 

V. Final Drill on the ]Minimum Vocabulary. 

1. Upon a piece of paper 3"xl2" print all the words of the minimum 
requirement list of one story. Every child must have a copy 
of each story. After a recitation (during which time the teacher 
checked off words not readily recognized by the child on his 
paper) have the children find these words in word boxes or the 
book and make them with letter cards. They may be written 
upon the blackboard if letter formations and joinings have been 
mastered. A child who has gotten "100" on his paper during 
the recitation may be the teacher. Slow children work hard 
to get to be teachers. "Mean" children conduct themselves 
beautifully when put on their honor as teacher. This teacher 
may give a "100 mark" when a child has learned his words after 
taking his seat. 



204: COURSE OF STUDY FOR PRIMARY (iRADES. 

Child's Problem: 

Master his words studied during the semester. 
Teacher's Aim: 

a. To help children to know definitely just where they stand 

near the close of the semester. 

b. To keep children studying effectively. 

c. To keep a close acccunt of each child in connection with 

the required word list used for promotion. 

2. Good readers hear the best groups re-read stories. Be not allow 

children to hear the poorest ones read. They need special help. 
Teacher's Aim: 

a. To give drill in rapid reading. 

b. To give the children the pleasure of reading the stories 

again after they have gotten a better grip on the words 
through drills. 

3. Keep a list of "Words that Catch Us" on the blackboard and drill 

upon them in some way each day. 

4. In this final drill work with the IB's on the minimum requirement 

list of words the children will be able to make the dictionary 
of the words learned and review them alphabetically as well 
as by stories. They can be called upon lor unknown words or 
the ones forgotten from one time to another. They enjoy say- 
ing all of the words that begin with the same letter. They get 
to see them in a different way. The repeating of them in this 
order 2,ives more drill. Children beginning in the lA Grade 
use the IB vocabulary and make dictionaries, adding the lA 
words. 
VI. Work which will Develop the Children's Imagination, Initiative, Rea- 
soning Povv^er, Ingenuity, Independence, and Ability to Follow 
Directions. 

1. Give each child a paper with some such directions as: 

a. Cut ribbons 6 inches long 1 inch wide. 

b. Make a wagon three inches long. 

c. Make a barn four inches high. 

d. Write your name on the blackboard. 

e. Find six red sticks. 

f. Make a two inch stairstep, 
g. Get two blue sticks and one red one. 
Have stick boxes with all colors and lengths in them. Have rulers 
on hand and plenty of paper strips. Leave it to the children to 
get their own material necessary to accomplish the work 
assigned. In one instance a boy let his wagon go untouched 
because he was not original enough to find something for 
wheels. Another boy was overheard saying, "Get the circles 
out of the cupboard." At another time another child had this 
particular copy which said, "Make a wagon three inches long." 
This child cut out paper wheels for his wagon. 

2. Give words or sentences of stories which have already been read 

in some of their stories during class time to illustrate in draw- 
ing or with paper cuttings. Example: Ball, tree, house. 

There was a wee chair. 

There was a wee table. 

There was a baby bear. 

There was a father bear. 

There was a wee bed. 

There was a wee house. 

3. Children ask questions with their word or letter cards for some 

one to read and then write the answer upon the blackboard. 
When they need to have help in spelling words let them refer 
to their dictionary they have made. 



SKA'P AVOIJK OKKilNAL S'l'OK I KS. 505 

4. Give them one of the :>"xl2" cards having all the words of the 

same story upon it and ask them to write a different story. 

5. Give them words of several different Mother Goose Rhymes and 

tell them to write the rhymes or stories. Example: White 
sheep, Jill, Malt. 

6. (Give the children story subjects during recitations. Example: 

The Cat and The Mouse. 

(This is the result of group work on a subject). 

Once there was a big white cat lived in a little house by a red 
barn. In the barn was a gray mouse. It wanted to live in the 
house. One day it r.an to the house. It ran in. When it saw 
the cat asleep on the mat it started to run back to the barn. 
The cat jumped up and caught its tail and would not let go. 

Some such example as the story above told or written upon 
the blackboard will fire the imagination of the children until 
they will surprise you with the stories they will write. Especi- 
ally this is true when the subject given them is one they are 
very much interested in. 

(Individual Stories.) 

Teacher: Let's have a story about a lazy cat. 

Ernest: Oh! I have a story. I have a good one, etc. 

Teacher: Very well, wait until I put the story subject on 
the board. 

Lazy Cat. 

Teacher: What is the first thing you have to say about the 
cat, Ernest? 

Ernest: One day a little mean cat jumped on a boy. 

Teacher: How shall I start that? How shall I finish it? etc. 
Go on. 

Ernest: The mean cat jumped down. Then it jumped on a 
baby. Then it jumped down. 

Teacher: Very good, Ernest, tell us the rest of your story. 

Ernest: That's all I have. 

Teacher: What did the cat do after it jumped down? 

Ernest: I don't know. It just jumped down. 

Teacher: What did the baby do, cry? 

Ernest: I don't know. That's all I know about the story. 

Teacher: Children, what kind of cat is this 

Children: Mean Cat. (Subject changed.) 

Teacher: Let's have a story about a Lazy Cat. 

Edward: (Conducted in same manner as above story. The 
teacher hesitated at the end of every sentence for the children 
to say — ("period or station"). One day a lazy cat scratched 
a dog. The dog bit the cat. Then, the cat ran away. 

Teacher: What kind of cat is this? 

Children: Mean cat. (Subject changed.) 

Teacher: I want a story about a lazy cat. (Emphasis on 
lazy.) 

Warren: (Conducted as above. The teacher hesitated at the 
close of each sentence for the children to say "period.") One 
day a lazy cat was sitting on the floor. The woman wanted 
to scrub. The cat would not move. The lazy cat tracked all 
over the floor. The woman came in and saw all the tracks. 
The woman said, "Oh! That old lazy cat tracked all over my 
floor." The cat ran out doors. Tlie woman had to scrub the 
floor again. 

Teacher: Fine stories children. You may take your seat and 
copy the one you like best and take it home and read it to 
Daddie. 



206 coup.sp: of study ior primaky gkades. 

Elizabeth Pavlock (after being in a IB twelve weeks) wrote 
on paper the following story: 

My dog nam is sport he has a coir he can speak he sat up 
he eats bread he duz not eat cat. 

(She was in the middle group and had not been given the 
opportunity as yet to write stories. Without slighting her own 
seat work she wrote her story and handed it in to her teacher. 
She asked the teacher to spell "speak." She went to her own 
book tor the spelling of some of the words. There was no other 
help given. She had no written subject for her story.) In a 
follow up lesson we took her story along with the best group 
stories. These were written upon the blackboard by the teacher. 
Example: 

Teacher: Elizabeth, read the first thing you have written 
about your dog. 

Elizabeth: My dog's name is Sport. 

Teacher: Class, tell me how to start this sentence; how to 
show it is finished. 

Teacher: Elizabeth, read the second thing you said about 
your dog. 

Elizabeth: He has a collar. 

Teacher: Read the third thing you said about your dog. 

Elizabeth: He sits up. 

Teacher: The next thing you have about him. 

Elizabeth: He can speak. 

Teacher: Next. 

Elizabeth: He eats bread, etc. 

The story was given the subject "My Dog." Elizabeth copied 
the whole thing from the board. Other children who did not 
have a good story copied Elizabeth's and substituted "Elizabeth" 
for "My." You can put several stories on the board in this 
way. Usually they are short and do not take much time. The 
children can copy their own stories and take them home to 
read to mother. 
The following is Henry Banner's (In the lA six weeks). Sub- 
ject: 

Tlie Rabbit and the :Moon. 
The bright moon is shining on my rabbit. The rabbit was 

frightened and ran away but the moon kept on following him. 

He bupd his hed agenst a big pees of irn and cilled his self and 

that was the last of the poor rabbit. 

Lillian Sextion (Best child in his group) had the subject: 
A Tiny Rabbit and the Moon. 

a little tiny rabbit was hoping along the roudside. 
Soon he looked around. 
He saw another little tiny rabbit 
Walking by the roadside, 
right by the side of him. 

The moon had made a shadow of the little rabbit, 
but the little tiny rabbit did not know the moon was making a 
shadow. 

then the little rabbit began to run. he was afraid that somthing 
was after him then he looked around agin, but the little rabbit 
by the side of him was runing right by the side of him yet. 
the moon wood not stop. 

This child is having more trouble learning how to begin sentences 
than most children have for the ability she has in other things. 

Have children run through pages and find the periods or stations. 
Count the sentences beginning with capital letters. 



SE-VI' WOIJK DKIION AKIKS. ^Oi" 

7. Write stories about things seen en the way to school. A list of 

these things may be written upon the blackboard. 

8. Give each child an envelope containing a picture and the words 

necessary to make several sentence.^ about the picture. Ex- 
ample: Picture — Bear, horse, and three bears. Sentences — Here 
are the three bears going home. It is growing dark. They 
have had a long walk. They will eat their soup then go to bed. 
They sleep up stairs. They have three beds that are made out 
of wood. 

9. Give each child a picture pasted upon a card board which has 

several words upon it (print or script). Have the children tell 
the story the picture and words suggest to them. 

10. Give the children a group of words that tell a story within them- 

selves. Example: 

ate door caught 

rat cat etc. 

cheese found 

Have the children tell the storj^ these words suggest. 

11. Have the children write letters to some one who will answer. 

The Douglas children wrote and thanked the Patrons Club for 
telling Santa to send the "Squirrel bocks" (Cherry Tree Chil- 
dren). A letter came in reply saying, (This was copied upon 
the blackboard for the children to read.) 

Dear Children: 

We received your letters. We are glad you love your "Squirrel 

books." We hope you will be able to read all of the stories soon. 

We were so glad you wrote to us. We told Santa to go to your 

school Thursday afternoon. Now be sure to be there and see him. 

Wishing you a very merry Christmas, 

W^e remain. 

Yours truly. 

Patrons' Club. 

Second Grade. 

Continue the work of the lA Grade. Make each day's seat- 
work a problem growing out of previous lessons. With the 
help of the dictionaries which the second grade will make 
from its minumum requirement list of words, including the 
entire first grade vocabulary, the cljildren will be able to start 
the free composition work. 

Insist that the children write their words carefully and spell 
them correctly. At all times use the right form as regards 
headings, margins, titles, spacing, etc. 

Devices for Learning the Minimum Requirement List of Words. 
1. Have the children buy loose leaf note book covers. Paste the 
words in alphabetical order. Give attention to the initial 
letters only. As the vocabulary grows add new pages to the 
book. Begin this work with the First Grade vocabulary. After 
the entire list of both grades has been pasted in the booklets 
number the words and pages. Have all booklets or dictionaries 
alike in this respect — the same words in the same order on the 
same page. This will help the teacher to refer the children 
to certain words by the number of the words. 

These books will be a help to both teacher and pupils when the 
time for testing children comes. All unknown words of the in- 
dividual can be checked off in his or her own book and drilled 
upon in some way until they have been mastered. Words may 
be written in, beside the printed symbol. 



208 COURSE OF STUDY FOR PRIMARY GRADES. 

2. Have the children find the number of times a given word or words 

from the dictionary occurs in a particular lesson or on a cer- 
tain page. Write the words and the number of times they are 
found opposite it on paper. 

3. Have tliem find words that mean the same or will take the place 

of certain words of the dictionary (little — small; big — large; 
etc.) Put intj sentences copied from the book or use in original 
sentences. 

4. Have them write the words in which given sounds are found. 

Example: cl., clap; en, ten; ou, out; etc. 

5. Write the same word in five different sentences, etc. 

6. Put two particular words selected by the teacher in the same 

sentence. Example: sleep, tried. James tried to go to sleep 
with his head on a chair. 

7. Put words of the same ending or beginning in sentences. 



Work on Words Which are not in the Dictionaries. 

Bring to the mind of the children these words (as they occur in 

the recitation) which are not in the dictionaries. 
Get suggestions from them as to the way in which they might 

keep account of these words and drill upon them. 

1. Find and write words of objects we can touch in the schoolroom. 

Save this paper for the following day's seat work. 

2. Follow No. 1 with things we can hear in doors or out. 

3. Things we can see in doors or out. 

4. Things we have; sister, books, etc. 

5. Things we want (wish) pony, car, etc. 

6. Things we need. Example: Air, clothes, etc. 

7. Things we can smell. Example: Food, oils, etc. 

8. Things we can enjoy. Example: Music, etc. 

9. Make a list of color words from a color chart. 

10. Make a list of name w'ords. Numbers 1 to 10 inclusive should 

be headed with the proper headings. This the teacher can put 
upon the board from day to day. Example: Things I can 
touch. Reward given for perfect spelling. 

11. Make sentences using these lists of words (1 to 10). 

12. Make a list of words from given phonograms. (Use second grade 

phonograms). 

13. Cut oblongs a given size and put a sound on one side and words 

containing the sound on the other. 

14. Cross out silent letters in words. 

15. Write words that rhyme with "rake," "may." 

16. Draw ladders a given dimension and write members of phonetic 

families on the rounds. Reward child in some way who has a 
list of words perfectly spelled. 

17. Draw engine and cars. One member of a phonetic family on each 

car. 

18. Write words of one syllable. 

19. Write all words beginning with a capital letter on a certain page. 

20. Turn circle into watch, apple, teapot, face, clock, etc., and write 

sentences about the picture. 

21. Copy the names of the days of the week or of the month and write 

a story about one of them. 

22. Make a nest with little birds in it. Copy poem from Tennyson 

"What does little birdie say," etc. 

23. Visualize paragraphs. Go to seat and write it. 

24. Visualize collection of objects in a basket, on a table. Go to seat 

and write lists. 



SEA'l' WOK'K— COM POSITIONS, "300 

25. Cut sprinkler. Color one side. Write words the f;ird makes us 

think of on the other. Example: Grass, rain, sunshine. 

26. Take words as "telegram." See how many small words you can 

find in it. Example: am, me, met, etc. 

27. Write list of letters from which the children can make words. 

28. Give children picture cards. Write the ftames of all the objects 

seen in the picture and receive reward for most words spelled 
correctly. 

29. Draw picture of clock. Write sentences about it. 

30. Teacher write sentences and leave blanks for children to fill in 

with pictures. 

31. Make borders of uml)rellas. Write the poem this makes you think 

of ("Rain, rain go away.") Write an original poem about the 
rain. 

32. Write all the things you can think of that can be bought with a 

cent. 

33. Write initials. 

34. If one child is a very poor writer let a strong child take this child 

to the board to write certain words. 

35. Find such words as h(ou)se, m(ou)se, r(ou)nd. n(ight), l(ight), 

fr(ight)ened. 

36. From Readers: 

a. Find the sentences liked best and copy them. 

b. Find the questions in a story. Copy them down. Write 

another one. 

c. Copy exact words of characters in a story. 

d. Copy paragraphs which describe something. Illustrate. 

e. Write the names of the characters of a story. Write a story 

about one liked best. 

f. Answer the questions put upon the board in the exact words 

of the book; in child's own words. 

g. Close the book and write one thi'ng you have learned from 

your lesson today. 



Free composition work with the help of the dictionaries and other 
sources where the spelling of the words can be found. 

In this work follow up one or more stories closely and drill on 
particular things. This may be done upon the blackboard with the 
help of the children as is described in No. VI in the First Grade 
seat work stories. 

Group experiences or project work. 

(This project was carried out in a conversational period in the 
First Grade and short stories for seat work followed the recitation 
work. After looking and talking about a greenhouse picture, we 
decided to put a working plan upon the black board; then, go on a 
trip to the greenhouse. All contributed to this work. Each row 
was responsible for a part to report on in class.) 

WoRiciNG Plan. 
Row 1. 

What is a greenhouse? 

Where are some? 

Tell when one was made. 

How old it is? 

How big it is? 



210 roriisE of study foi; pimmakv gtiades. 

Row 2. , . 

How or what is it made of? 
How are the plants kept watered? 
How are they l\ept warm in winter? 

Row 3. 

What is found in the greenhouse? 
(Vegetable plants, flowers, pots, boxes, etc.) 

Row 4. 

Find out what the nursery man does. - 

(This was found out and written upon the board.) 

1. Fire furnace. 

2. Water plants. 

3. Cultivate the soil. 

4. Make the hot beds. 

5. Sow seed. 

6. Set out plants. 

7. Pot plants. 

8. Sell flowers and plants. 

9. Deliver the plants. 

Row 5. 

Who does all the work? 

Row 6. 

How is a hot bed made? 

Row 7. 

Tell about our hot bed. 

Second grade children can make booklets of these. After a row 
reports on what has been learned, this can be written upon the 
board for the class to copy. Ask the children to bring in written 
reports for class work. Some of them will have good reports. 

IxDiviDXAL Experiences. 

The following compositions are exact copies of the children's 
work : 

Grade — First. 

Child— Nettie Kelly. 

Teacher's assignment — Tell about something that has happened 
to you. The teacher wrote the words upon the blackboard that the 
children asked for. 

When I had pneumonia the nrsus wait on me they give me some 
icecream when I was in the hospital and my mother bot me a little 
doll it was made of straw? 

Grade — Second. 
Child — Louis Vehoe. 
Assignment same as first grade. 

One day I was at the fair ground. I lost myself I begin to cry a 
man came and asked me if I lost myself I told him. Then he called 
my mother. 

Grade— Third. 

Child— Hilda. 

Assignment same as above. 

(This child gave her story the subject) 

What Happened. 

One day as we were coming from my aunt we were going down a 
big hill. The house kick and run away and upset us. We never got 



SEAT WORK — ('():\rrosi'i'i()NS. 211 

it until we got in town. We rod in a big wagon the rest of the way- 
home. I was glad to get home again. 

Story about a picture. 

The teacher gave the children a subject for their picture and one 
fact concerning the man in the picture. The child that wrote the 
following story was promoted 'to lA after being in the IB twelve 
weeks. 

At the time the story was written she was in the Second grade. 
She had been there eight weeks only. 

Child — Verna Beeve. 

Saved. 

Once upon a time there was a little girl she had a doll, every day 
her father went out to catch fish, and the little girl wanted to go to. 
she had a dog. She went in a boat to hunt her father. And she upset 
the boat and the dog came and took her home and she never went 
to look for her father again. 

A few words or a statement is a help to start the children think- 
ing. If too much is given their stories will not be original. 

Grade— Third. 

Assignment — Write a story about the "Dog and His Shadow" in 
which the dog does not lose his bone. 

Dog and Shadow. 

One day. a dog found a bone. He said I don't feel hungry. I will 
take this home and have it for dinner. One the way he saw his 
shadow. He thought it was another dog. He said I will not take his 
piece of meat. I will let that dog have some for dinner to. 

Third Grade. 

The seat work of this grade is taken care of in a way similar to 
that of the second grade. 

The children will make their own dictionaries beginning with the 
first grade word lists and continuing through the third. 

Make these dictionaries differ from those of the second grade in 
this respect — the alphabetical arrangement of the words must corre- 
spond to those of a real dictionary. 

The children should learn to use these dictionaries as the fourth 
grades use theirs. 

By the help of these dictionaries the habit of misspelling the written 
word will be reduced greatly. 

The children should be taught to use this dictionary and check up 
on their own work. 

Seat Work. 

Write list of name words, action words, or descriptive words. 

Children use name words, action words and descriptive words cor- 
rectly in sentences therefore learning the use of nouns, verbs and 
adjectives without using the technical terms. 

Children are given a fable and select the descriptive words. 

Take one descriptive word in a sentence and substitute as many 
possible words for it and, check words liked best. 

Find the missing letters in such words as haven't, 'twas, and 
they're. Use in sentences in another way without changing the 
meaning. 

Make a list of words that describe some one of these things, 

a. Some month. 

b. Some fruit. 

c. Some animal. 



212 COURSE OF STUDY FOR PRIMARY GRADES. 

Write a sentence about each month in the year. Tell what kind 
of a month it Is or something that happens in it. 

Write four sentences in which ran should be used and four in which 
run should be used. 

Write five questions, five surprise sentences, etc. 

From a certain page write all words beginning with a capital letter. 
Put each in a different sentence. 

Write a sentence telling where the robins built their nest this 
spring; where our reading was this morning or lohere the sun I'ises. 

Write a 'sentence telling when Mary goes to school; when the snow 
falls; or when the roosters crow. 

Write a sentence telling why Mother puts you to bed so early; why 
We eat; why you change your clothes when you get home from school. 

Followi^ng are names of objects. Make a sentence for each object 
giving the names of as many parts of the objects as you can — table, 
coat, apple, clock, book, etc. 

Name three things the carpenter does. 

Name five things the grocer does. 

Name six things the farmer does. 

Name six things that Mother does. 

Copy names of seasons. Write names of months in each season. 

Write list of objects found in the grocery store. (Reward for cor- 
rectly spelled words.) 

Write the names of five thi«gs you wear, five you hear, and five you 
saw on your way to school. 

Copy riddles, the answers to which are names of birds and animals. 

Write names of two animals that growl, two that scratch, two that 
sleep all winter, two that have long tails and two that have hair. 

Write a list of things a rabbit can do. 

Give children odd copies of readers. I^et them read a story from 
it, and then tell story to class. 

(a) Give each child difficult material to read to class. 

(b) Easy material — Reading in order to answer questions from 

board. 
From Reader: 

1. Write paragraph liked best. 

2. Illustrate best point in lesson. 

o. Copy conversation in lesson. (Quotation marks.) 

4. Copy descriptive parts. 

Writing description in own words, as of a character. 

5. Copying of interrogative and exclamatory sentences. Change 

form to declarative. 

6. Questions from board answered from text in exact words; in 

child's own words. 

7. Questions on paragraph made by children. (Best put on board.) 

8. Reproduction of paragraph chosen by teacher or children. 

9. Outline a lesson with its significant parts; copy from black- 

board — make outline independently. 

10. Outline a lesson; write another story something like it. 

11. Copy a poem, or part of poem and Illustrate parts. 

12. Occasionally give such problems as "Why do you like this 

story?" 

C. Correlated With Drawing. 

Aim : 

To provide profitable seat work which gives practice in the use of 
drawing and construction materials, and which emphasizes the 
principles taught during the regular drawing period. 



SEAT woitK — ])i;awj.\(;. 213 



I. I\Ii;Asii;i.\(i: 



A. Ruling papers, 1 inch, l^ inch. 

1. Mat strips. 

2. Ribbon samples of given lengths. 

B. Checking off papers, 2 inch, 1 inch, ^2 inch. 

1. Color as checkerboards. 

2. Write words or numbers in squares. 

3. Simple unit drawn or pasted in alternate squares to make 

design. 

4. Cut or draw letters, using squares as guide. 

C. Make envelopes or boxes from memory after dictation has 

familiarized children with directions. 

II. Cutting and Mounting: 

A. Cutting to a line. 

1. Border units. (In border work always use conventional 

form of unit.) 

a. Leaf. 

b. Fruit. 

c. Designs from art books. 

d. Designs appropriate to special days. 

2. Posters similar to but not identical with those asked for on 

drawing outline. 

3. Animal. Suggested list: Elephant, giraffe, bear, camel, 

lion, pig, cow, horse, dog, rooster, duck. 

4. Houses of various types. 

a. Simple house without chimney. 

b. House with chimney. 

c. House with porch. 

d. Two-story house. 

5. Grotesque figures, to be used later for room border. 

B. Freehand cutting. 

1. Animals. 

2. Houses. 

3. Fences. 

4. Letters, as directed on outline, may be used for 

a. Names. 
■ b. Titles for booklets, 
c. Room mottoes. 

III. Crayon: 

A. Unsupervised illustration of a given story. 

B. Action lines (bone-men). 

IV. Plastilene: 

A. Animals (suggested by teacher). 

B. Illustration of given story. 

V. Free, Unsupervised Work: 

(Each child chooses his own material and problem). 

A. Construction. 

B. Illustration (crayon or scissors). 

C. Plastilene. 



214 COUUSE OF STUDY FOIt PinArAliY GRADES. 

To Illxstrate Stories Read. 

Grades 1, 2 and 3. 

Purpose : 

Use of paper, crayons, scissors, rulers, pencils and paste. 

(1) To test child's thought getting ability. 

(2) To develop his imagination. 

(3) To test the child's judgment and originality. 
Source of illustrations: 

1. Stories in the readers. 

2. History stories. 

3. Literature. 

4. Geography. 

Aim : 

The committee has given only a few illustrations showing different 
methods that may be used in the primary grades. Many other 
stories may be worked out with similar methods. 

IB Grade: 

Primer. "Little Red Hen." Poster. 

Blackboard Directions: 

Make a picture showing who would have eaten the bread if the 
Pig had helped "Little Red Hen." 

Materials : 

Papers for sky, fence, pig, hen and other animals they might wish 
to use. Patterns may be furnished for all forms used in the story. 

lA Grade: 

"The Three Bears." 

The Winston Primer. Page 106. 

Draw a picture of Goldenhair jumping out of the window. Draw 

the bear's house. Color the house yellow. Color the door and 

the windows brown. Draw Goldenhair outside the window. 

Color her dress blue. Color her hair yellow. Draw the Little 

Wee Befir's head in the window. 

lA Sandtable: 

First Reader. Winston. 
"Wolf and Seven Kids." 

Materials : 

Papers, rulers, scissors, tablet backs, wall paper, colored pegs. 

Objects to Make: 

Tables, chairs, tall clock, mother goat, room. 

Method : 

First row make chairs; second tables; third clock; fourth row make 
mother goat from patterns; fifth make room using tablet backs; 
some children to make doors, some windows. Assemble all on 
sand table and inclose with a fence of colored sticks. 

2B: 

The Winston Second Reader. Page 63. 

"The Stone in the Road." 

Draw a picture of the Rich man's house. Color the house yellow 
and the roof brown. Draw a road in front of the house. Draw 
the tree under which the travelers rested. In the middle of the 



si: A'l' WOliK — HK'AWl \(i 



21. 



road draw a h\g. l)rown stone. Show the Miller's Son coming 
down the road. Color his clothes as they are in the picture on 
Page 64. 

2A: 
Poster. 

'■A Storv Told by a Donkey." 

Make a picture of "The Race to the Bridge." Winston Second 
Reader. Page 61. 

Materials: 

A sheet of 8 by 12 paper— paper for sky, donkey, trees, people. 
Scissors, paste, patterns of donkey. 

Directions : 

Cut sevcrral donkeys and children, trees and a bridge. Arrange and 
paste them as you think they would be in the race. 

3 A Grade: 

Illustrations may be combined to form a film, which may be rolled 
and then drawn through an improvised theater. The children 
may have individual theater/;, or the teacher may have one large 
one. If individual films are made crayons may be used. If only 
one film is made paper cutting is more successful. The theaters 
may be constructed of three cardboards arranged like a box with 
slits through which the film may be drawn. Reroll the film as 
scon as it is drawn through the slits. 

Example : 

"The Little Tin Soldier." 

Scene I. The Play Room. 

Scene II. The Goblin Appears. 

Scene III. The Tin Soldier Falls Out of the Window. 

Scene IV. In the Paper Boat. 

Scene V. The Rat Tries to Stop the Tin Soldier. 

Scene VI. The Fish Swallows the Tin Soldier. 

Scene VII. In the Kitchen. 

Scene VIII. Tin Soldier Returns to the Playroom. 

Scene IX. Fate of the Tin Soldier and the Paper Lady. 

Definite directions should be given for each scene. Example: 

Scene 2. The Goblin Appears. 
Draw a picture of the playroom at midnight. Draw each one of the 

toys doing what the story says they were doing at that time. 

Draw the Goblin. Make the box red and the Goblin black. 

Materials : 

Crayons and paper. 

For paper cutting: Colored paper, scissors, rulers, paste. 

Patterns may be used. 

Children of the Cliff: 

Draw a picture showing what would have happened to Maro and 

Teni if Demins had not found them. Draw a picture of the food 

they would have to have eaten. 
Take colored pegs and build a cliff dweller house on your desk. 

Make a ladder of pegs like the last one shown on page 25. 
Lay pegs to make a kira as described on pages 40 and 41. 



31G COURSE UF STUDY FOP. ITiniAlJY GRADES. 

Third Grade: 
Third Reader. 
"The Shepherd Lad." 
One row make a picture of the sentence "He sang of the fields and 

the birds and the flocks on the hillside." 
Another row make a picture of "He sang of the brooks and of the 

cool shade of the woods." 
Another make a picture of David as he traveled to the camp. 

Materials : 

Paper light color 8 by 10 inches, crayons, pictures of sheep, and a 
donkey. 

The teacher may tell a story to the children. The children may 
make a picture of that story with crayons on paper or they may 
construct certain objects or characters in the story. 

Mother Goose: 

Teacher writes a rhyme and pastes it on light weight card board. 
Below she writes instructions for illustrating that story. Each, 
child should have a different card with a different rhyme so the 
work will test and develop his individual power. 

An Illustration: 

"Jack be Nimble." Draw a candlestick. Make it black. Put it on 
the floor, draw the candle yellow and the flame red. Draw a 
bone-man for Jack. Make it black. Show Jack ready to jump 
over the candlestick. Number your picture 1. Draw another 
picture showing Jack jumping over the candlestick. Number 
this picture 2. Draw another picture. Show Jack after he 
jumped over the candlestick. Number this picture 3. 

Puzzle Picture — Materials : 

Tablet back. Paste picture from old reader on back and upper 
half. On the lower part paste a part of a story. Cut both into 
pieces and number. Place all in an envelop. Give out to be put 
together. Have a bock containing that story on the reading 
shelf. Child will want to get the book and read the whole story. 

Cut pictures of the animals found in the lesson. 

D. For Using Letter Cards. 

Grades 1. 2 and 3. 

(Teacher will select the exercises adapted to her grade or group.) 

Aims: 

To aid in teaching the reading vocabulary. 
To aid in teaching spelling. 
To aid in teaching phonics. 

To furnish a channel for expression by hand-work before writing is 
taught. 

To .teach the child habits of order, skill, neatness, industry, and in- 
dependent study. 

Games may be used to familiarize the child with the letters before 
word building is begun. 

1. Post Office (sorting the mail). Put all A's in one pile, B's, C's, etc. 

2. Hide and Seek (matching letters). Show certain letters. Find like 

letters hiding in letter box. 

3. Place all capital letters in a row. 

4. Place all small letters in a row or column. 



SEAT WOUK ALrilAI'.KT e'AKDS. 21T 

5. Place the twin letters In a row or ooluniu. 

6. To emphasize the difference between b and d, or b and p. Have the 

class build a row of each letter, then a row alternating the two. 

7. Build their own names. (Use for capital.) 

8. Build names of playmates. 

y. Build words, phrases, and sentences from copy. 

10. Build new or difficult words in lesson. 

11. Build sight words selected from lesson or other primer. 

12. Following the drill on reading vocabulary have children build words 

they did not know. 
1?,. Build sentences liked best in the lesson. 

14. Give children printed or written sentences or rhymes — build these 

with letter cards. 

15. Build sentences about mother or some other member of the family. 

16. Build spelling lesson. 

17. Reproduce poem or memory gem. 

18. Copy the names of the months, and days of the week. Reproduce 

(from copy given) a statement about each day of the week. "Mon- 
day is wash day," etc. 

19. Cut from old readers lists of words arranged in "families." Mount 

on cards — pass out to children to be built with letter cards. 

20. Copy a sentence or a paragraph from the reading lesson (assign a 

different one to each child). 

21. Put on the board a familiar phonogram. By adding letters see how- 

many words can be made e. g. at, cat, fat, mat, hat, etc. 

22. Give the sound of some letter, let each child build a word beginning 

with or containing that sound. 
2o. Copy from the beard or reading lesson words that contain the short 

sound of a, e, i, o, and u. 
24. Copy from the board or reading lesson words that contain the long 

sounds of a, e, i, o, and u. , 

2.5. Make a column of the consonants in alphabetical order and at the 

right make a word beginning with that consonant. 

26. Make a column of the vowels and at the right of each a word be- 

ginning with that vowel. 

27. Give children envelopes of mounted pictures of objects, as tops, ani- 

mals, fruits, vegetables, etc. On each card underneath each object 
have the names in print or script or both. 

(a) Pupils reproduce the names with letter cards. 

(b) Sentences may also be made about them. 

28. Build words that have two consonants at the beginning, three, etc. 

29. Have child build type words for the letters whose sounds have been 

taught. 

a apple b boy c cat, etc. 

30. To drill on the sounds of s build five words beginning with the 

hissing sound: sit, sun, sad, sing, see, and five ending with the 
buzzing sound: his, has, legs, rags, and tags. 

31. Have children discover and build families in words on a certain page. 

For example on page 115 Winston First Reader: 

(1) or in morning 

(2) ear in dears 

(3) ake in bakers. 

32. Build words in which final silent e makes the preceding vowel long 

or tell its name e. g. rat, rate, hat, hate, hid hide. 

33. Give each child a word and ask him to build four more that rhyme 

with it. 

34. Write questions on the board. Have the questions read silently and 

answered by building with letter cards. 
(Urge children to look in their books for spelling of words they wish 
to use.) 



218 COUKSE OF STUDY FOK IMUlVrAKY GRADES. 

Winston Second Reader — Page 23. 

1. Who went hunting? 

2. What did they agree to do? 

3. Did the lion like his share? 

85. Build lists of phonetic names of actions, which children may do: as, 
clap, run, sit, bow, stand, etc. 

36. Build phonetic names of parts of the body as lips, teeth, toe, cheek, 

nose, etc. 

37. Build sentences telling what you do after school; or what you did 

on a holiday. 

38. Build sentences about one or two objects in a picture. 

39. Build the names of five animals that walk. 

40. The names of five vegetables in your garden. 

41. The names of five birds you know. 

42. The names of five fruits you like. 

43. The names of five foods you eat. 

44. The names of the clothing you wear. 

45. Make sentences about the game you like best. 

46. A sentence about a toy you want. 

47. To test their phonetic ability: 

Place on the board a list of words and require the class to sort 
them and build in columns, those words based on the same phono- 
gram or beginning with. the same initial sound or having the same 
suffix. 

48. Impress the rule, from words upon the board that when two vowels 

come together, usually, the first gives its name, the second is silent, 
as train, teach, etc. 

49. Build a group of nouns in the singular, change to the plural by 

adding s. 

50. Select a long word as Minneapolis or Whitewater. Direct the children 

to build as many words as they can using the letters in the word 
selected. 

51. Game: Have each child select the letters that make up a simple word 

or proper name, omitting the vowel. Change seats with his neigh- 
bor, the second child forms the word and supplies the missin? vowel. 

E. Reqiikixg Writi.\g. 

(Arranged in Order of Difficulty.) 

The aims in using writing as seat work are to establish skill, to build 
up the child's written vocabulary and to increase his ability to express 
himself in writing. 

1. Children make freehand cuttings to illustrate words written on board. 

They must write correct word on back of each cutting. 

2. Have children's names written on cards. Children copy en paper a 

certain number of times (not more than five). 

3. Write sentences on board containing blanks. Children copy sentences 

and fill in blanks with pictures. 

4. Find and copy words beginning with a given letter. 

5. Find and copy words containing th (there) ch (chair) ar. ing, ill, 

ack, at and oy. 

6. Find and copy words ending with er, ing, ed (Ned) ly, etc. 

7. Draw a ladder and write on it six words beginning with the same 

sound. 

8. Using paper, pencil and word cards copy words you know under "yes" 

and words you don't know under "no." 

9. Assign a page to be read. Write on slip of paper and bring to class 

all words you do not know. 

10. Write review spelling words from board as spelling study. 

11. Copy paragraph from board filling in blanks with spelling words. 



SEAT woKK — \\i;rn\(i. 210 

12. Write original sentences using words of spelling lesson. 

13. List words containing certain vowel sounds. 

14. List words having a certain number of letters. 

15. Copy different kinds of sentences (surprise sentence or questions). 

16. Copj' words in which certain phonograms are found. 

17. Copy the poem written on the board. 

18. Copy words that tell us to do things. 

19. Copy words that tell us the names of things. 

20. Copy what a certain person in the story said. 

21. Make words from letters in Armistice. 

22. Find words where the "a" is long because of the "e" at the end of 

syllable or word. 

23. Find words where "k" is silent before "n." 

24. Make dictionaries. Write all words alphabetically, leaving space for 

new words. 

25. On board write list of phrases and words from which children can 

make original sentences. 

26. Copy names of seasons. Write names of months in each season. 

27. Cut up old readers. Paste paragraphs on cards. On other side of 

cards write questions. Children write answers to questions. 

28. Write list of things to be found in a grocery store. 

29. Write list of things you like to eat. 

30. Write list of games you like to play. 

31. Write list of things you see in a schoolroom. 

32. Write first names of children in your class. 

33. Make list of all the things you think can be bought for a dime. 

34. Give children pictures and let them write sentences about them. 

35. Read a certain story and write answers to questions which are written 

on the board. List all the new words you can't sound for yourself. 

36. Write a short letter. 

37. Write sentences showing correct usage of such words as "sit" and 

"set." 

38. Write personal experiences. 

39. Reproduce stories or parts of stories. 

40. Write descriptions of friends, places, etc. 

41. Imagine you are playing hide and seek. Describe place in building 

where you would hide. Read to others and have them guess. 

42. Write a description of some child. Read and have others guess. 

43. Pick out a certain page. Children read to find the number of things 

discussed and write a sentence about each one. 

44. Describe the party you enjoyed most. 

46. Describe the place where you have the best time. 

46. Describe the Christmas gift you liked best and tell why. 

47. Describe the Christmas gift you had the most fun making. 

48. Select a long story with three or four characters told in narrative 

form. 
Turn it into direct discourse. 

49. Make an original story using the same characters or introducing one 

or two new ones. 

50. Write answers to questions on board about history, reading, etc. (to 

fix facts). 

F. For Nr:Mi{ER Work. 

The committee on number seat work has offered the following sugges- 
tions to be used in the first three grades: 

Seme of the seat work is motivated while the other is more of a for- 
mal type. Seat work is most profitable when motivated. The motivation 
that has been suggested may not be suited to all rooms 'when a certain 
problem is taught. The teacher then does the motivating to meet her 
own situation. The seat work that is of a formal type brings in the drill 
work. 



220 COURSE OF STUDY FOR PRIMARY GPiADES. 

Canfion: 

Check up all seat work. 

I. Ruler: 

Ruling writing paper, for writing or number work. 

Make checkerboard. Measuring with ruler. 

Make rulers from bogus paper and mark, showing inches, half 
inches, or fourth inches. 

Measure and cut a six by nine inch paper into one inch strips. 
May be used for individual word cards, mat weaving, or chains. 

Measure squares to write numbers in, to make lotto game. Draw 
and cut oblongs to make game of dominoes. 

Divide eight by twelve inch paper into two inch squares to be 
used for poster letters. 

From nine by twelve inch paper measure and cut a nine inch 
square. Measure, cut, and fold a three inch cubical box. 

On nine by twelve inch paper measure and draw a one inch 
margin for picture frame. Result to be used later in day. 

Measure and cut oblongs of given dimensions.. Divide into one 
inch squares. Cut fruit from oblongs and squares. 

Child measures paper into half inch squares. He may then use 
this paper for a design if he likes. 

Measure papers into one-inch squares, into one-half inch squares 
and into one-quarter inch squares. Make blocked animals from 
these papers. 

Making squares i/>" by 1/2", 1" by 1", IV-" by 1^^", 2 by 2 and 
from larger squares cut some object in room. 

Ruler — Number of sq. in. in given square. 

Prill : 

Ruler drills to be used as an aid to their drawing and construc- 
tion work. 

(a) Children given slips of paper or a sheet of paper. 

(b) Mark dots on paper — every inch as ruler shows them. 

(c) Cut strips on lines where the dots are connected — calling 

them ribbon samples, etc. 

(d) Marking off one-inch squares for checker-board. When 

done well they colored every other square with crayons, 
choosing one color they liked best. 

Make headings and margins. 

Line your paper into squares that measure two inches on each 
side. Get these squares exactly true in size. With your pencil 
make a figure in each square. Take your box of figures and place 
each figure in the square, where it belongs. Count and see how 
many copies you have of each figure. Make a record of this on a 
piece of paper. Keep the record in your box of figures. 

Measure a given paper for the monthly calendar. 

After the children have done construction work in the drawing 
period, the directions are written on the board and the children 
follow them. 

Note : 

Some of the following seat work may be motivated in connection 
with the "banking problem" e. g. Have children write the number 
of pennies they brought, their table or row of children brought, 
write the number the whole room brought. Do the same thing with 
the dimes, nickels, etc. 

II Number Wojik: 

Writing figures up to ten. 



SEAT WORK — A1!1TI1.METIC. 2'2l 

A class writing to twenty, to a hundred if possible. Each child 
writing a number in squares which have been measured and drawn 
on paper. 

Writing numbers through 20. 

Write all numbers to 50. 

Make checker boards and number from 1 to 100. 

Slips of paper were passed. At the top were written 10, 30, etc. 
The children finished the column of 30"s or 50's as indicated. 

Write numbers by 5's to 100. 

Write numbers by lO's to 100. 

Write numbers by 2's to 100. 

Writing numbers. Counting by 2's, 5's, lO's on a paper ruled 
into squares, measured by child. 

Write numbers inside a circle or square. 

Use circles as patterns to draw a cluster of balloons, number, then 
color. 

Use circles and squares as patterns to make chains, place letters 
or numbers in each link, color and cut out. 

Make number combinations by making squares, oblongs, circles, 
or triangles. Use figures from old calendars. 

Addition tables. 

Multiplication tables. 

Write odd numbers to 99. 

Children rule papers into checker boards and write numbers in 
squares. A checker board is made on board with numbers written 
on top and bottom rows. Children fill papers with missing num- 
bers. Children are sometimes told to write from one given number 
to another. 

Give each child ten pieces of drawing paper and a small circle 
pattern. On the first piece of paper the child will make one circle 
and color in with crayon. Under the circle the figure one may be 
placed. On the next two circles the figure two and so on until he 
has finished the set. 

Place numbers on the board in order for children to copy. 

Written rhythm number work. 

Calendar sheets pasted on stiff paper and cut apart. Arrange, 
counting by one's or two's: 

Find two numbers that make numbers in a list which is on the 
board. Sometimes more than one can be given for one number. 

Picture Number TForfc; 

The teacher may draw simple outline pictures of objects on the 
board. Let the number vary for the different objects as three apples 
two houses, four mice, etc. Children count each group and draw 
the same number of objects on paper and beside each group place 
the number card which tells the number in that group. Numbers 
cut from calendars may be used for this. 

Cut sheets from old calendar, (a) Put numbers in envelopes, 
(b) Place numbers in order, (c) Place as on the board. 

Write numbers in three ways. (1 one I.) 

Write short sentences to tell time by filling in with clock face 
as: "I go to bed at." 

Make the face of the clock, indicating the time written on the 
black board. 

Hectograph six clock faces on a 6"X9" paper. Beneath each 
clock face write the time that the child is to show on that clock 
face. 

Directions : 

Draw hands on the clock faces with your black crayola so that 
they will tell the time which is written underneath the clock face. 



' t'OUIiSE OF STUDY FOK PRIMARY GRADES. 

Materials : 

A circle 2" in diameter made of cardboard, paper 6"X9", and 
pencil.- 

Directions : 

Place your circle on the paper and draw six clock faces like the 
one on the board. Place your clock faces so they will look well on 
your paper, equal distance apart. Draw the hands on the clocks so 
they will tell the same times that are written on the board, each 
clock telling a different time. 

Build up columns when developing tables. 

Practice multiplication tables. 

Write tables as far as they know them. 

Write the tables backward. 

Write a certain table as many times as possible in a given short 
time. 

Make booklets from blank newspaper and write tables in them. 

Lay cut up answers to tables on a cardboard which is ruled for 
the tables in their order. 

Children make checker-board paper.s (out of unruled tablet paper) 
for seat work one afternoon. The next morning they used this for 
number seat work. The squares were filled in with crayons and 
the explanatory figures were written at the side. 

Solve problems from board. 

Make simple problems using combinations, 6, 8, 3, 4, etc. 

Making paper money. 

Copy the combinations which are written on the board, then go 
back and see how quickly you can fill in the answers. 

Make two-inch squares of card board on which are stamped num- 
bers (with several duplicates of each). Give each child a pack 
and have him make the numbers that have been written on the 
board. For rapid work they arrange numbers from dictation. 

Examples are put on the board. The children are told to make 
as many balls, cats, or anything of interest, as the number tells 
them to. 

Make circle. Place numbers from 1 to 12, on outside of circle. 
Put multiplier in center of circle. Place products on inside of 
circle. 

Cleveland Fundamentals and other easy problems: 

Make up problems similar to those in previous lessons. For 
example: "If one horse costs $100, etc. Illustrate tables. 2x4. 

Combinations (45) on cards with the rows for answers cut out. 
Name cards to themselves silently for a very short period. 

Put the difficult addition and subtraction combinations on the 
board and let the children copy these, comparing their answers 
with the ones on the board. 

Hectographed copies of combinations, with spaces cut out, where 
children may insert answers. 

Make as many problemes as possible using 14, 13, 12, 11, as 6 
plus 8 equals 14; 14 minus 6 equals 8; 14 minus 8 equals 6. 

Write grocery bills from chart with prices which are placed before 
them. 

Give children some old arithmetics and let them work certain 
problems from some page in it. 

Give children hectographed copies of problems. 
Write combinations that make 4. 
Write combinations that make 5. 
Write combinations that make 6. 
Write combinations that make 7. 
Write combinations that make 8. 
Write combinations that make 9. 
Write combinations that make 10. 



SEAT \VUi;i\ — AlMTILMF/nC. '4,:io 

III. Tkcs: 

Teacli children how to lay pegs to represent the table of twos 

11 

11 11 

11 11 11 (up to twelve). 
Use in connection with sticks or (ovn, placing correct number 
of objects beside a given numeral. 

Make number combinations with pegs. 

IV. UO.MINO WOKK : 

Steps in Domino Work: 

The child is given a domino pattern. 

He traces around it and divides the domino in halves by laying 
the domino lengthwise. 

The first work is simply copying what the teacher has on the 
board. 

The second step, the dots are left out and the child fills in. This 
requires some thinking. 

Children are given circles. They trace around them and make 
funny faces. Use for domino dots. 

Make dominoes using small pumpkins instead of dots. 
Making a set of dominoes, using combinations up to six. 

Make dominoes, using certain combinations. 

Make dominoes using small pattern: star, square, circle, kite, 
drum, etc. (6"x9" domino). 

Domino Cards: 

Made on cards li/4x3 inches; including one of each combination 
from 1 to 12. On cards l^^xiyo are numbers from 1 to 12. Children 
match domino and corresponding number. Vary by using different 
order of numbers— 1, 12, 11, 10, 2, 4, 6; etc. 

V. Wai/s to Use Number Cards: 
Counting and Grouping: 

Take from your number box all the I's, all the 2's, all the 3's, and 
build columns of I's, 2's, and 3's, as follows: 
12 3 

12 3 

12 3 

Have children who can count tell how many of each number they 
have found. 

Make columns of 4's, 5's, and 6's in the same way. 
Make columns of T's, S's, and 9's in the same way. 
Fix on your desk numbers in the following order: one 1, two 
2's, three 3's, four 4's, etc. as 

1 

22 
333 
4444 
Put the figures in order, e. g. 1 2 3 4 etc. as far as you know. 
On a clock face printed with Arabic numerals have children lay 
numbers on it. 

Gfve each child a large calendar month mounted on a pad back 
and have them lay numbers on it. 

Tell with number cards how many children there are at your 
table or in your row, at all of the tables or in all of the rows, be- 
ginning with 1, 2, 3, 4, etc. (If there are 38 children in your room 
the last number card will be 38.) 



224: COURSE OF STUDY FOR PRJMAKY GE-U3ES. 

Lay odd numbers beginning with one, e. g. ,1, 3, 5, 7, etc. 

Lay even numbers beginning with 2, e. g. 2, 4, 6, 8. 

Make the number of your house, and the other numbers on the 
houses In your block if you can remember them. 

Make the license number of your automobile. 

Tell in figures when your next birthday comes, telling the number 
of the month, the day and the year, e. g. the sixth month and the 
twenty-fourth day. If your birthday is in June you will have on 
your desk, 

6-24, 1922. 

Do the same with the others in your family. 

Count by 2's to 100, telling it in numbers fixed on your desk, 
e. g. 2, 4, 6, 8, etc. Do the same with o's, 4's, etc. To teach counting 
by 2's have a sequence of numbers built from 1-10 and then starting 
with one have every other figure put in the box. Read the re- 
maining numbers. After the odd and even numbers have been 
learned, they can be arranged by, calling for a sequence, of odd 
numbers, or even numbers. 

Count by 3's beginning with one, telling it in numbers fixed in 
order on your desk, e. g., 1, 4, 7, 10, 13, etc. 

Count by 4's beginning with one, telling it in numbers, fixed in 
order on your desk the last number not to exceed 50. 

Start with 2 and count by 4's using number cards. 

Start with 3 and count by 4's using number cards. 

Start with 4, 5, and 6 and count by 4's using number cards. 

Note: 

The rows of figfiures will look like this: 

1 2 3 4 5 6 

5 6 7 8 9 10 

9 10 11 12 13 14 

Put the following numbers on your table: 3, 6, 9, 1, 0, 4, 7, 8, 
5, 2, — then by putting another row, show what each number would 
be if you should add 1 to each of the numbers. 

Put the following numbers on your table: 3, 6, 9, 1, 0, 4, 7, 8, 5, 
2, — then by putting another row show what each number would be 
if you should add 2 to each of the numbers. 

Put the following numbers on your table: 3, 6, 9, 1, 0, 4, 7, 8, 
5, 2, — then add 3, 4, 5, 6, 7, 8, 9, successively to each number as 
you did with one and two. 

Put a row of nine 2's on your table. Put the figures from 1-9 
under them. Give the sum under each. 

222222222 
123456789 



Do the same with rows of 3's. 

Do the same with rows of 4's. 

Do the same with rows of 5's. 

Make cards with the following or similar problems on them. 
Give to children and have them fill in blank spaces with figures 
that will make the sum, e. g., in the first space the figure 2, etc. 

( ) ( ) ( ) ( ) ( ) 

3 14 12 Etc. 



As the addition tables are learned make as follows: 

1. 1-1-1=? 2. ?-Hl=2 3. 1-H?=2 

1-1-2=? ?-f2=3 l-f?=3 

?-)-3=4 l-f?=4 



^EAT WOK K — A I." I T 1 1 .M KTIC. 



Have the children build the whole table, leaving a space where 
the question mark cqmes. Then have them fill in the spaces. 

Make all of the addition problems you can think of for each 
number learned, e. g., with the number four. you can make: 



3+1=4 
1+3=4 
2+2=4 



1+1+2=4 

2 + 1 + 1=4 



Do the same with 5, 6, 7, 8, etc. 

Make in the form of tables all the problems that do not exceed 
ten. 



1 + 1=2 


2 + 1=3 


1+2=3 


2 + 2=4 


1 + 3=4 


2+3=5 


Etc. 


Etc. 



3 + 1=4 



4+1=5 



Etc. 



Make addition tables on your desk that are between ten and 
twenty, e. g. 



6+5=11 
6+6=12 
6+7=13 
6+8=14 
6+9=15 



7+4=11 
7+5=12 
7+6=13 

7+7=14 
7 + 8=15 



8 + 3=11 

8+4=12 
8+5=13 
8 + 6=14 

8+7=15 



9+2=11 
9+3=12 
9+4=13 
9+5=14 
9 + 6=15 



Put on your table figures from one to none. Under each put a 
figure to show what that number would be if you should take one 
away, e. g. 



Put the following numbers: 10, 17, 13, 14. 16, 11, 12, 18, 15, 19, 
on your table and put under each figure to show what the number 
would be if you should take away 1 from each number. 

Arrange the numbers from 10 to 19 on your table, and take away 

2 from each number. 

Arrange the numbers from 10 to 19 on your table and take away 

3 from each number. 

Arrange the numbers from 10 to 19 on your table, and take away 

4 from each number. 

Arrange the numbers from 10 to 19, and take away 5 from each, 
number. 

Make cards with the following or similar problems on them. Give 
them to children, and have them fill in blank spaces with the figure 
that will be necessary to be taken from each number to give the 
result below. 



5 
( ) 



( ) 



( ) 



( ) 



( ) 



( ) 



5 
( ) 



Give children cards with take away problems on them, using 6, 
7, 8, and 9, e. g. 



6—1=? 
6—2=? 
6—3=? 



Etc. 



As the problems are learned make the tables in subtraction in 
the same way as you did for addition. 



22G COURSE OF STUDY TOR ri!JMArtY GP.ADES. 

Make multiplication tables in the same way. 
Double each of the following numbers: 1, 3, 5, 9, 4, 3, 10. 
Make three times each of these numbers: 2, 9, 4, 8, 6, 1, 5. 
Make on your table all of the multiplication combinations: 

2X2 3X3 4X4 5X5 6X6 7X7 8X8 9X9 Etc., to 
2X10 3X10 4X10 5X10 6X10 7X10 8X10 9X10 and 10X10 

Learn each combination in two ways, e. g. Taking two and three: 

1. Show how many -two times three are. 

2. Show how many three times two are. 

Learn all of the combinations in these two ways. 

Make the division tables in the same way. 

How many I's are there in four? 

How many 2's are there in eight. 

How many 5's are there in ten? 

Show on your table with number cards. 

Show how many there are in one-half of four, one-half of six, etc. 

G. References. 

1. Suggestions for Seat Work. Marian M. George. A Flanagan 
Company. 

2. How to Manage Seat Work. Amos M. Kellogg. A. Flanagan 
Company. 

3. Devices for Seat Work. Abbie G. Hall. A. Flanagan Company. 

4. Games, Seat Work and Sense Training Exercises by M. Ade- 
laide Holton. A. Flanagan Company. 

5. Profitable Seat Work. Orville T. Bright. A. Flanagan Com- 
pany. 



SEAT WORK — NOTES. -^' 



NOTES. 



228 COURSE OF STUDY FOII rKlMARY GlIADE.- 

NOTES. 



SEAT WORK — NOTES. ^^^ 



230 COURSE OP STUDY FOR PRIMARY GRADES. 

NOTES. 



CHAPTER V. GAMES. 
(For rest work between classes.) 

FrusT Gkaue. 

Nc-'me of Game. Reference. Page. 

I^ooby Loo (circle) Bancroft 280 

Did You Ever See a Lassie (circle) Bancroft 261 

Have You Seen My, Sheep (room) Bancroft ' 102 

Slap Jack (circle) Bancroft 179 

Blind Man's Buff ( circle) Bancroft 55 

Scat ( room ) Bancroft 234 

Bean Bag (circle) Bancroft 303 

King of France (double line) Bancroft 273 

Trade Game (double line) Bancroft 234 

I See You (double line) Clark 67 

Sally Waters Anita Stuart 

Songs and 
Games. 

Soldier Boy (single line) Course in 

Physical 
Training for 
^Michigan .... 78 
Say Old Fox: Fox sits in front seat or front part of 
room. One row at a time comes up and it passes 
repeats: Say, old fox, is it going to rain today? 
When old fox says "yes," he jumps up and tries to 
catch as many as he can before the children get 
back to seats. 
Duck, Duck Goose: All close eyes, one child runs 
around tapping- others on head saying Duck, Duck, 
Goose. The one touched at word, "Goose" runs 
after the one who touched and must catch her 
before she reaches her seat. 

If child is caught she stands aside and later is 
required to do some stunt by way of forfeit. 

Changing Seats Bancroft 63 

Crow Race Keene 79 

Bean Bag Bancroft 303 

Tip Toe Catch (name explains itself). 

Do What the Chalk Says (name explains itself). 

Skipping Rope Progressive 

IMusic Manual 204 
Do As I Say Not as I Do (Simon Says). 

Two Little BlackbiVds | Mother Goose Rhymes acted. . 
Run. Run for Your Supper (Like drop the handker- 
chief, only touch child instead). 

f-Language Game and Ear test. One 

child blindfolded. Some child 

speaks or makes some sound. 

Blindfold child asks Who did 

that? The one making the sound 

answers I did that. Blindfold 

child tries to guess who it is. 

231 



Who Did That 
Who Was That 



232 COUFvSE OF STUDY FOE PRIMARY GRADES. 

See Saw (Sing and act). 

Down Up Clap Clap Clap and Turn Around. (Played 

like Danish Dance of Greeting) Clark 66 

Button, Button, Who Has the Button (circle). 

Farmer in the Dell (circle) Clark 49 

Hickory, Dickory Dock (circle) Clark 112 

Ring a Ring O'Roses (circle). 

I Spy Clark 113 

Have You Seen My Sheep (circle) Clark 152 

Weather Cock Game (aisle) Bancroft 204 

Huckle. Buckle, Beanstalk Bancroft 109 

Cat and Mice Bancroft 59 

Squirrel in Trees (groups of three) Bancroft 185 

Fox and Geese Clark 344 

Mulberry Bush (circle) Bancroft 283 

Old Roger Is Dead (circle) Clark 96 

Go Round and Round the Village (circle) Clark 53 

Jack Be Nimble (aisle) Bancroft 114 

Charlie Over the Water (circle) Bancroft 65 

Five Little Chickadees (circle) Anita Stewart's 

Songs and 
Games for 
Children. 

Little Bo Peep (aisle) Clark 105 

Jolly is the Miller (circle) Clark 100 

Baa, Baa. Black Sheep (circle) Clark 65 

Ride a Cock Horse (circle) Clark 163 

Flower Garden Game Child Life 

Magazine, 
April, 1922. 

Three Deep (circle) Bancroft 196 

Jack in the Box (aisle). "Down Jack," stoop. "Up 

Jack," spring up. 
Guess Colors. Child says, "I see something red." 

etc. Guess object. 
Playing Ducks. Sit on heels; hands on knees; 

waddle slowly forward. 

Auto Song and Game — Song Primer Barnes 42 

Little Miss Muffet. Sing song with suggested actions. 
Playing Bear. Crawling over rows of seats. 

Stouy Plays. 

House Cleaning Clark 38 

Jumping Jack Clark 345 

Raking Leaves Clark 26 

Making Vegetable Garden Clark 40 

Throwing Snowballs. 
Jumping Rope. 
Wood Chopping. 
Hand Car. 
Race Horses. 

Indians Clark 87 

Playground Clark 21 

Picking Apples Clark 22 

Going to the Woods. Clark 25 

Spring Activities Clark 39 

Going to Grandmothers ■ • Clark 31 

Cleaning the Yard Clark 40 

Reference — Physical Training for the Elementary 

Schools Lydia Clark. 



ga:\[fs — SKcoxh (!i;ai)e. 233 

Activities. 

Jump over desks. 

Sing song in march time. Children mark time in clapping, swinging 

arms. etc. 
Mark time in place at same time follow dii'ections. "Face the east," etc. 
Quick arm exercises to counting — side — front, etc. 
Jump through seats by count. 
Mounting seats. 

Here's a Ball for Baby — Poulsson — Finger Play. 
Five Little Squirrels — Poulsson — Finger Play. 
Ten Small Soldiers — Poulsson — Finger Play. 
Fly, hop, skip, run, march around row of seats. 
Stand in aisle, jump lightly. 

Stand in aisle, take directions of different sorts. 
Stand in aisle, watch, do as teacher does. 
Stand in aisle, jump over seats. 
Try to touch floor without bending knees. 
Hop like birds, arms folded under knees. 
Throwing snowballs. 
Picking flowers. 
Sweeping. 
Chopping wood. 
See-saw. 
Horse Back Riding. 

Second Grade. 
Games. 

Name. Reference or Description. 

Jump the Stick Children form line and jump over 

stick held by child at front of room. 
Stick is raised a little higher, after 
line has passed for the next time. 

Going to Jerusalem (aisle) Games. Jessie H. Bancroft. Page 98. 

Hide the Object Games. Bancroft. 

Old Fox, What Time it it? (cir- 
cle) One child is fox. Other children 

march around fox saying, "Old fox. 
what time is it?" When fox says, 
"It is midnight." children run to 
seats. Child who is caught must be 
fox. 

Oats and Beans Games. Bancroft. 

Cube Game Circle is drawn on board. Two chil- 
dren with cubes on heads start from 
circle in opposite directions at sig- 
nal from teacher. Child who re- 
turns to circle first is winner. 

Bean Bag Scramble Children in group. Teacher throws 

number of bean bags into the air. 
Children scramble. Child who gets 
most bean bags may throw them 
next time. 

Bend and Stretch Relay (aisle) . .Games. Bancroft. Page 50. 

Hopping Race (aisle) Games. Bancroft. Page 106. 

Circle Race Circle on board. Two children start 

in opposite directions to race around 
room. Winner is child who touches 
circle first after running around 
room. 



2'3-k COURSE OF STUDY FOI! I'lUArARV GRADES. 

BlacJvboarcl Race Games. Bancrol't. Page 53. 

Stage Coach Games. Bancroft. Pag6 185. 

Drop the Chalk Played similar to Drop the Handker- 
chief. Use chalk instead of hand- 
kerchief. 

Crossing the Brook Games. Bancroft. Page 74. 

Seat Tag Children in seats. One extra child. 

When teacher claps children change 
seats. Extra child tries to get seat. 

Fly Game (aisle) See Birds Fly in Games, by Bancroft. 

Simon Says (aisle) Teacher or child may say, "Simon 

says, 'Hands on Hips,," etc. Child 
is out of game if he performs any 
exercise which is not preceded by 
"Simon Says." 

Playing Train or Railroad Train 

(aisle) Games. Bancroft. 

The Beetle Goes Round or (circle) 
Whip Tag Games. Bancroft. 

Squirrel and Nut (aisle) Games. Bancroft. 

Fox and the Squirrel (aisle) Games. Bancroft. 

Today's the First Day of May 

(circle) Gymnastics & Folk Dancing, by Mary 

Wood Hinman. 

Drop Bean bag (circle or aisle) . . .Played like Drop the Handkerchief. 

Come Along (aisle) Two rows may race. Child in last 

seat runs to front of room around 
row and back to seat tapping person 
in front who does same thing. Con- 
tinues until every child runs. 

Fruit Basket (circle or aisle) Each player given a name of fruit. 

Child calls names of two fruits. The 
two children whose names were 
called change seats rapidly trying 
to keep child who is "it" from gett- 
ing seat. When child who is it says, 
"Fruit Basket upset," everybody must 
move. Child who is without a seat 
is "it." 

Banner Leader (aisle) Games. Bancroft. 

Soldiers' Caps (aisle) Similar to "Simon Says." Leader 

says, "Soldier's Caps, Belts, Boots, ^ 
Knapsacks." Children point to place 
where soldier would wear these 
things. Leader omits word "Sol- 
dier" as "Simon" is omitted. 

Tag the Wall Relay (aisle) Physical Training for the Elementary 

Schools. Clark. 

Peas Porridge Hot (aisle) Children face each other and clap 

hands to rhyme. 

1. Peas porridge hot 
Peas porridge cold 
Peas porridge in the pot 
Nine days old. 

2. Some like it hot 
Some like it cold 
Some like it in the pot 
Nine days old. 



GAMKS — SEC'OXI) OKADi;. ZoO 

Hunter Game (aisle) Hunter starts out. As he goes he calls 

for his gun, powder, shot, bag, 
knife, dog, rabbit. They all follow 
placing hands on shoulders. When 
hunter says "scar" all try to reach 
seats before hunter can catch them. 

I Think of a Color (Seats) Leader says, "I am thinking of a 

color. Its first letter is 'r'." Chil- 
dren guess, etc. 

Skipped Numbers (circle) Teacher counts 1. 2, 3, 4, 5, 7, point- 
ing to a child as each number is 
said. Child must detect skipped 
number and say quickly. If he fails 
he goes to the center. 

Who Am I? Child stands in front of room blind- 
folded. Children in seats when 
signaled by teacher say, "Who Am 
I?" Child guesses by sound of 
voice. Given threte chances. 

Tap, Scissors, Tap (seats) One child at seat given a pair of scis- 
sors. Blindfolded child at front of 
room says, "Tap Scissors, Tap." 
Child who has scissors taps on desk. 
Blindfolded child tries to guess who 
has scissors. 

Neighbor, Neighbor (aisle or cir- 
cle) Played as rhyme is spoken or sung. 

Neighbor, neighbor, how art thou? 
Very well, I thank you. 
How's the neighbor next to thee? 
I don't know but I'll go see. 

Stoky Pi.ays. 

Reference — Physical Training for the Elementary Schools. Lydia Clark. 

The Playground. 

Going to the Woods. 

The Wind. 

Alaking Garden. 

Camping. 

Playing in the Snow. 

Picking Apples. 

Ringing Bells. 

Jumping Rope. 

Wading. 

Swaying Trees. 

Raking Leaves. 

Movements of carpenter, shoemaker and baker at woi'k. 

Activities. 

Run to the back of the room while I count 4. 

Sliding. 

Stretching. 

Swinging. 

Stooping. 

Stationary running. 

Clap to count. 

Stand and take suggestive breathing exercises. 

(a) Blow up paper sack and burst it. 

(b) Keep feather in air. 

(c) Blow out candles. 



236 COURSE OF STUDY FOPi PRIMARY GRADES. 

Marching. 

Skipping. 

Run and skip in place. 

Marcli and skip to victrola. 

Clap to victrola. 

Swing arms to victrola. 

Run around room like an auto. 

Third Grade. 
Games. 

Game. Reference or Description. 

Auto Race (seats-aisle) Bancroft. Page 48. 

Squirrel and Nuts (seats) Bancroft. Page 184. 

Cat and Mouse Bancroft. Page 59. 

Good Afternoon (seats) Bancroft. Page 99. 

Tag Bancroft. Pages 191-192. 

Race, Pass Flraser (seats) Give each child in front seat an eraser 

beginning at the same time the child 
runs around his row of seats and 
back and passes it to the one behind 
him. The row that gets through 
first wins. 

Stepping Stones In front of the room draw circles re- 
presenting stones and the children 
come by rows and jump on the 
stones so that they don't get their 
feet wet. If their feet do get wet 
they are out of the race. 

Bell Game (seats) One child leaves the room. One child 

or two rings a bell in the room. The 
child outside comes in and guesses 
who rang the bell. He guesses 
again, if he guesses correctly some 
one else is chosen. 

Hens and Chickens (seats) A • child leaves the room. Three or 

four children in the room says, 
"peep, peep." He comes back in and 
tries to guess the chicken that said, 
"peep, peep." 

Seat Tag (seats) Have the children seated. Appoint a 

child to tag another in the next row. 
The one tagged tries to catch the 
other. If he gets in a close corner 
he may tag another one to be 
caught and he sits. 

T Am Thinking of a Bird (seats) . . This is a guessing game. The child 

may describe a bird and see if the 
class can tell its name by the des- 
cription or he might describe an 
animal. 

Pass the Book (race — seats) Give each child in front seat a book 

beginning at the same time the child 
runs around his row of seats and 
back and passes it to the one behind 
him. The row that gets through 
first wins. 

Drop the Handkerchief (circle) . . .Bancroft. Page 80. 

I Say Stoop (circle) Bancroft. Page 113 

Follow Your Leader (circle) Bancroft. Page 89. 



GAMES — TiriRD GKADE. 237 

Squirrel and Tree (aisle) Bancroft. Page 1S5. 

Initial Game (seat) Bancroft. Page 224. 

Buzz (seat) Bancroft. Page 216. 

Do This and do That Bancroft. Page 75. 

Step Bancroft. Page 188. 

Last Man (seat) Bancroft. Page 126. 

Stage Coach (seat) Bancroft. Page 185. 

Bean Bag Relay (aisle) Bancroft. Page 303. 

Bean Bag Toss (circle) Bancroft. Page 305. 

Seat Tag Bancroft. Page 234. 

Good Morning Bancroft. Page 99. 

Blackboard Relay (seats) Bancroft. Page 53. 

Pussy in the Corner (circle) Bancroft. Page 163. 

Two Deep (circle) Have the players form in a circle in 

single file; one player steps in front 
of his neighbor on the right, and 
each alternate player in quick suc- 
cession around the circle does the 
same, thus accomplishing the end of 
bringing all of the players in couples 
one behind another. 

Riding the Bicycle (aisle) Have the players stand, put their arms 

on desks and then pedal with their 
feet. 

Shoemaker Game (circle) Double circle partners face each other, 

with arms, shoulder high and hands 
clenched, roll one arm over the 
other, three times. Reverse and roll 
three times. "Winding the thread." 
Pull hands apart and jerk elbows 
backward twice, "Pulling thread 
tight." Clap hands three times, 
hammer the first three times, "driv- 
ing the peg." Join inside hands, 
outside hands on hips, skip around 
the ring. Repeat. 

Bean Bag on the Head (seats) Give each child in first row, a bean 

bag, having same number in each 
row. All start at the same time by 
walking around his row of seats 
with the bean bag on his head, sitt- 
ing, and giving the bag to the one 
behind him. The row which gets 
through quickest is the winner. 

With Whom Did You Sit? (seats) . .A language game. The teacher asks, 

"With whom did you sit," and the 
child is to give the correct answer. 

Trip Around, the World (seats) .. .Name each child the name of a 

country. The teacher calls out a 
name of a country. The child hav- 
ing that name runs around the room 
once. Then she calls on others. 

Fruit Game (seats ^ Name each row a different kind of 

fruit. When you call out apples for 
instance, the row apples runs around 
the i-oom and sees who gets back to 
his seat the fastest and wins. 

Eraser Relay (seats) Give each child in front seat an 

eraser. Beginning at the same time 
the child runs around his row of 
seats and back and passes it to the 
one behind him. The row that. gets 
through first wins. 



23.S COURSE or STUDY FOi; PljnrAltY ot?ades. 

Dog and the Bone (seats) Have a child come and stand in the 

center of the room with his back 
turned to tlie class. Have an eraser 
for the bone beside the child. He 
is in a stooping position. Choose 
different children to try and tip toe 
lip and get the bone vi^ithout the dog 
hearing him. If he doesn't succeed 
he is the dog. 

Number Race (seats) When all are ready disclose examples 

in addition, subtraction, multiplica- 
tion, or division which have been 
concealed from sight. The one who 
has the largest number of correct 
answers within a give time wins. 

Bright Idea (seats) Choose a child to go out of the room 

and the children in th§ room choose 
an object. When the child comes 
back in he says, "I have a bright 
idea." and some child will say, 
"What is it." He gets three guesses. 

Crab Race Have two lines marked off. Have 

several children or as many as your 
space will admit; start them at one 
line, on their hands and knees, back- 
wards. The one reaching the other 
line wins. 
Choose two boys and two girls to 

Hunter and Squirrel stand in the center of the room and 

they choose certain boys and girls 
for the squirrels and chase them 
until they catch them. 



Activities. 



Steps — tap, hop, heel and toe. 

Skipping. 

Swinging on desks. 

Stretching. 

Hand-clapping. 

Mount desks. 

Jumping seats by count. 

Marching. 

High-stepping horses. 

Hopping. 

Deep breathing exercises. 



GAMES NOTES. ■ 239 

NOTES. 



^40. COURSE OP STUDY FOR PRIMARY GRADL,'^. 

NOTES. 



GAZMES- — XOTES. '^H 



245 COUliSE OF STUDY I'OK PJIlArAUY GTIADES. 

NOTES. 



GAMES — NOTES. 243 



CHAPTER VI. 
GENERAL REFERENCES FOR TEACHERS. 

MiLI.EK 

Education for the Needs of Life. 

KlltKPATHKK 

Fundamentals of Child Study. 
The Individual in the Making. 

Dewey — 

How We Think. 
Schools of Tomorrow. 

Jajiks — 

Talks to Teachers. 

BOBBITT 

The Curriculum. 

FliKEJlAiN 

The Psychology of the Common School Branches 
How Children Learn. 

Sti:ayer and NoisswoirrnY — 
How to Teach. 

Salisbuuy — 

The Theory of Teaching. 

SciIliOEDEI! — 

The Psychology of Conduct. 

Pakker — 

General Methods of Teaching in Elementary Schools. 

JUDD — 

The Scientilic Study of Education. 

TlIOIiXUIKE — 

Principles of Teaching. 

McMuiiKY — 

The Methood of the Recitation. 
The Eighteenth Year Book, Part H of the National Society for the Study 
of Education. 



244 



GENERAL 1! l-n-'ElIENCES NOTES. 

NOTES. 



245 



516 COURSE OP STUDY FOR PRIMARY GRADES. 

NOTES. 



n i:n kk a l i: 1':f1';i; kn cp:s — notes. 



247 



24:8 COUIiSE OF STUDY FOE PRIMARY GRADES. 

NOTES. 



JL'.NIUU J'i;i.MAi;\ — I'UO.IECTS. 



249 




IMaxiim Gio(.H-r\- Stnre — .lunior I'riniary, Douglas Scliool. 




Tlie ClirLstmas Toy Shop — Junior Primary. Stuart School. 



250 COURSE OF STUDY FOR PRIMARY GRADES. 

NOTES. 



PART 11. COURSE OF STUDY FOR JUNIOR PRIMARY. 

CHAPTER I. 
HOME AND COMMUNITY LIFE. 

I. Auis: 

1. To arouse interest in the life relative to the connniinit.v. 

2. To enlarge the child's experience. 

0. (a) To cultivate a feeling of responsibility in the child, 
(b) To make him a better citizen. 

4. To show him the continuity of life; the relation and dependence 

of one phase on another, uniting him with his family and in 
turn showing the relation of his family to the community. 

5. To develop conversational ability. 

11. Subject Mattek: 

The subject matter selected must be within the child's ability to 
understand. Subjects should be chosen which are best suited to 
enlarge the child's experience and must have value and importance 
in laying the foundation for his social life. 

Home and CommUoS'ity. 
i'lust semester september-january. 

1. Home: ^ 

/ cooking 
Mother's activities. J dusting 
Housekeeping: j washing 
' ironing 

( canning 
Preparation for winter: -[ preserving 
f sewing 

2. Play-house: 

Housekeeping activities. 
Sewing and caring for doll. 

3. Doll's house: 

Building house: | ^oxe?- 

Construction of furniture: ( P^P^/" 

\ wood 

4. Food Supply: 

Grocery 
Dairy 

school milk 
Farm 
Harvest and Thanksgiving 

5. Christmas: 

Spiritual — Christmas Story — Birth of Christ. 
Fairy — Santa Claus. 
Toy Shop. 
Gift-making. 

6. Community Life: 

Stores 
dry-goods store 
clerk 

delivery boy ' 

drug store 

251 



252 • COURSE OF STUDY FOR PRIMARY GRADES. 

SliOiJS 
bakery 

blacksmith shop 
Public buildings and helpers 
museum 
library 
post office 

post-man 
fire department 

fireman 

fire engines 
police station 

policeman 
schools 

principal 

teachers 

janitor 
planing mill 

carpenter 

SECOND SEMESTEU FEBRUARY-JUNE. 

1. Street Helpers: 

Post-man — Valentine's Day. 

Policeman. 

Fireman. 

2. Transportation: 

Street-car. 
Automobile. 
Trains, 
o. Community Life: 
Dry goods store 

need and supply of clothing 
Public buildings 

museum 

library 
Fire department 

fii'e engines 

firemen 
Schools 

principal 

teachers 

janitor 
Planing mill 

carpenter 
Food supply 

grocery 

farm 

dairy 

bakery 

home and school garden 
4. Seasonal Interests: 
N.nture's aAvakening 

blossoms 

trees 
Animal life 

hen and chickens 

birds 
Parks and playgrounds 
Circus 

animals 



.TUXIOK PRIMAr.Y — IKniE LIFE. 253 



5. Home: 

Mother's activities 

... . r sewing 

preparation for spring | house-cleaning 

care of baby 



ill. Method: 



There are several dilferent ways of introducing new material 
selected from the home, community life or nature study. These 
may be introduced through the following: 

1. An excursion. 

2. Picture study illustrating activity to be introduced. 

3. Conversation. 

4. Child's own experience outside of school room. 

5. Stories. 

The following list of excursions are relative to the project or 
subject matter chosen. From this list select those excursions which 
are relative to the community life of the neighborhood and which 
may be utilized in the child's experience. 

Excursions — Wii.vt to Seex 

Food Supply: 

Grocery Store — Observation of arrangement. 

Farm — Animals, barns, windmill. 
Community Life: 

Toy Shop — Christmas. 

Blacksmith Shop — Shoeing a horse. 

Fire Department — Engines, firemen. 

Bakery — To watch baking process. 

Blue "Valley Creamery — Churning and packing butter. 

Walk to a child's home — To see pets. 
Seasonal Interests: 

Green-house — To see gardens, hot-beds, flowers. 

Arsenal (Museum) — To see birds and animals. 

Fair Grounds — To see animals and birds. 
Park excursions — 

Enos. 

Washington. 

Lincoln. 

Bergen. 

lies. 

Reservoir. 

To gather leaves; to look for birds; to see plant or tree life; to 
see and use playgrounds. 

IV. Tests: 

1. General knowledge on phases of community life, home life and 

nature study. 

2. Ability to relate and organize experiences. 

Grocery Store Project. 

The children visited a grocery store in our neighborhood. When they 
came back to the school they talked over the arrangement of the store 
we had visited as to the shelves, counter, etc., and planned their own 
store. 



254 coursp: or study Foit primary grades. 

A group of children was chosen for carpenters and they built the 
grocery store using the large floor blocks. A counter was built first, 
shelves were built behind this, the children also made two little seats 
for the grocer to sit on, and a window for his groceries. 

While the store was being built another group of children cut paper 
for the shelves, scalloping- it. A few children made eggs of clay, and put 
them in crates and later sold them to the grocer. 

Then they stocked the store with empty cans and boxes they had 
brought from home. When it was done we played "store," buying and 
selling our groceries. 

Shortly after that we made another visit to the grocery store in our 
neighborhood. We bought from the grocer, two bottles of milk, a can of 
cocoa, and some graham crackers. These, the children brought back to 
the kindergarten, -put them in our own store, and in turn sold them to 
another group which made cocoa. They measured the milk, and teaspoons 
of cocoa, and sugar. While the cocoa was boiling a table was set with a 
cloth, knives, forks, spoons and glasses. When every thing was ready we 
served cocoa to all of the children, passed the crackers and all of the 
children joined in our "party." 

Later the children dictated to the teacher, simple sentences which 
told the story of our store. These were printed on a sheet of cardboard 
and read by the children. They knew no particular word in the chart 
but read and reread the chart because they knew what they had done. 

A Park Project. 

We spent a day at Lincoln Park, taking our dinners and staying to 
enjoy the whole park. This gave the children the idea of making a park. 
We had no sand table so we took one portion of the room for the park. 
Strips of drawing paper were used for driveways and enough small pebbles 
were picked up in the yard to line the sides of the driveways. Trees 
were our next concern. We put small branches in spools but it was spring 
and the trees were not bare. We cut crepe paper in very fine strips 
which served as leaves for our trees. A flag was suggested for the center 
of the park so a flag pole and a flag were made. Pine cones turned 
upside down were used in quantity for low shrubs. The children then 
started to work on the swings, merry-go-rounds and the chute-the-chutes. 
The materials used were tablet backs, chalk boxes, spools, string, small 
tacks, hammers and paste. A spool with a board over it made a very 
satisfactory teeter-totter. The children were very proud of their park and 
gained much pleasure while working on it. 

This experience was summarized into a few sentences which the chil- 
dren dictated and the teacher printed with the sign marker, on a card- 
lx)ard chart. This story the children pretended to read again and again. 

Playhouse. 

IntrocJucfion : 

1. Teacher had been reading stories about Raggedy Ann from "Raggedy 
Ann Stories." A child suggested that they make a nursery just 
like the one Raggedy Ann lived in. Another child said he would 
rather have a whole house than just one room, so a vote was taken 
to decide which one they would make. A playhouse was favored 
by the majority, so the plans began immediately. 

Preparation: 

The following questions were discussed: 

1. Of what are homes made? 

2. Where does the wood come from? The brick? 

3. Is there anything below the first floor? What is it used for? 



.11 Nioi; i'i;i M \K^ — iio.xrK life. 'i.)^) 

4. What colors are used in painting houses? How often should a house 

he painted? Why? 

5. What kind of wall paper is best for a kitchen? Living room? Bed 

room? (Samples were shown.) 

6. Rugs. Various kinds. Which rugs do we use in the living room? 

Bed room? Kitchen? 

Daily Work: 

1. Boys built the house with the large blocks. When it was almost 

completed, one child discovered that there was no window, so it 
was rebuilt and this time a window was made. 

2. Boys planned and made the various articles of furniture needed to 

furnish the house. 

3. Sewing: 

a. Care of the Doll. 

1. Where do we get material for our dresses? Where does 

the store-keeper get it? 

2. Do we use the same kind of material for winter as we do 

for summer? 

b. Curtains and draperies were made for the window. 

c. Bed clothes made for doll beds. 

4. AVashing and Ironing: 

a. Care of table linen. 

b. Dresses we wash and dresses we have dry cleaned. 

c. Which pieces are boiled? 

5. Care of the baby. 

a. Daily bath. 

b. Clean clothes. 

c. Baby's rest. 

d. Fresh air; 

e. Food. 

f. Play. . • 

6. Study of Food: 

a. Supply of food for the family. 

b. Kinds of food mother gives us for breakfast; for lunch; for 

dinner. 
V. Where does bread come from? Who makes it? 

7. Clay Dishes: 

a. Why do we use dishes? 

b. How are they kept clean? 

c. Do we use hot or cold water? Why? 

8. Keeping the House Clean: 

a. Sweeping and dusting. 

b. Care of the furniture. 

9. Pictures for the Wall: 

( This question was raised because one little boy made many pic- 
ture frames by tacking together four strips of wood. The girls 
cut pictures from magazines and pasted them on the picture 
frames.) 

A reading chart was made based on this experience. The children 
told the teacher what to write and she recorded on the board 
the story of the making of their house. Later this was printed, 
by the teacher, on tag board and kept as a record of the experi- 
ence. The children enjoyed reading the chart and in a short 
time knew many of the important words though no effort was 
made to have them do so. 



25G COUIiSE OF STUDY FOR PRIMARY GRADES. 

NOTES. 



CHAPTER II. MANUAL ARTS. 
I. Aims: 

1. To develop energy, resourcefulness and persistence. 

2. To give the child control over himself and material things. 

3. To develop community spirit. 

II. Subject Matter: 

Through free experimentation with material, the child's natural 
constructive play will reproduce or imitate activities he sees about 
him. Suggestive toys such as dolls, or a playhouse, or play-screen 
will bring to the child's mind possibilities which he may realize by 
utilizing the material at hand. The doll suggests the clothes to be 
made; the play-house suggests the furniture; toy animals suggest 
barns or shelters, the building of the farm on the sand-table,* the 
construction of houses and barns. 

Materials such as blocks, wood and tools for carpentry work, 
sewing te.xtiles, boxes, spools, paper bags, clay or plastacine are 
necessary to the child in formulating his ideas into concrete results. 

A grocery store may be worked out, built with the large floor 
blocks. Fruit and vegetables may be made of clay and painted 
natural colors. Boxes may be used for egg crates filled with clay 
eggs. Cartons and paper bags can be made of the brown construc- 
tion paper. Delivery wagons are constructed to provide for trans- 
portation. 

In like manner the community may grow in one corner of the 
room, a building being added here and there; automobiles, street 
cars and wagons may be made of boxes. A child may work liis 
house out in detail, constructing furniture, dressing a doll to live 
in it. 

A dry goods store may develop from the building of the com- 
munity. The need and supply of clothing may emphasize or suggest 
this. Doll's dresses can be cut and trimmed; money may be made 
to use in buying and selling, a pocket-book made to carry it in. At 
Christmas time the grocery store or dry goods store may be turned 
into a toy shop, where gifts can be bought and sold, also toys of 
the children's making. 

III. Method: 

A child's free experimentation may lead to group work, one 
child's result being adopted by the group. No formal work should 
be done with blocks or in working out a project. This should be 
left to the child's initiative with helpful suggestions or criticisms 
by other children or the teacher. New ideas grow out of the child's 
handling of material. Encourage the growth of new ideas; give the 
child opportunity to work them out as he sees fit. Imitation of 
other children's work is valuable to clarify and enrich his own 
confused ideas. 

IV. Tests: 

1. Ability to handle materials intelligently. 

2. To be able to complete that which he begins; the ability of 

reaching an end. 



257 



25S COURSE OF STUDY FOR PRIMARY GRADES. 

NOTES. 



CHAPTER III. ART. 
I. Aims: 

1. To encourage the child in seeing beauty in nature or works of art. 

2. To develop knowledge and appreciation of color. 

3. To develop a sense of arrangement or of fitness. 

II. Subject Mattek: 

A child's expression through Art may be brought out in relation 
to celebration of certain days; Christmas, Easter and May Day offers 
suggestion for room decoration. Invitations may be made and 
decorated for parties; small favors may be made for the guests. 

Books may be made, illustrating stories; a farm or garden book; 
a book of mother's activities. Illdstrations of rhymes or the child's 
experiences may be made. 

III. Method: 

Free experimentation vi^ith materials leads later to more directed 
ideas. In making a book care should be taken that the book has a 
sense of arrangement. The pictures should be pasted in alike. 
There must be orderliness. 

In decorating a room appropriate color arrangement should be 
used, colors that harmonize and which signify the season for which 
they are used; as orange and brown at Hallowe'en, red and green 
at Christmas; the lighter, softer colors for spring parties or 
festivals. The doll's house gives opportunity for color arrangement, 
the papering of the walls, the color of the rugs and furniture. 

IV. Tests: 

1. Ability to name primary colors. 

2. Ability to express himself through paper as a medium, 
o. Intelligent interest in picture-study. 



259 



2G0 COURSE OF STUDY FOE PRIMARY GRADES. 

NOTES. 



CHAPTER IV. NATURE STUDY. 
I. Aims: 

1. To furnish greater pleasure in living through observation of 

growing things. 

2. To encourage the child in a feeling of responsibility through care 

of pets. 

II. SllMECT M.\TTEi;: 

Fall— Winter: 

1. Nature's autumn coloring. 

a. Wild flowers. 

b. Leaves. 

2. Preparation for Winter. 

a. Garden. 

b. Seeds. 

c. Caterpillar's cocoon. 

d. Animal preparation. 

Warm fur coats. 

3. Seasonal Changes. 

a. Approach of winter. 

b. Weather records — calendar marking. 

c. Trees. 

Christmas tree. 

4. Home Studies. 

a. Care of pets. 

b. Care of domestic animals. 

5. Health Records. 

a. Food. 

b. Air. 

c. Bathing. 

d. Clothing. 
Spring: 

Central thought — awakening of nature. 

1. Awakening trees: maple, box elder, pussy-willow. 

2. Awakening flowers; .Jack-in-the-pulpit, dandelion, violet, crocus, 

spring beauty, etc. 
o. Awakening seeds: 

a. Dwarf nasturtium, lima bean. 

b. School room gardens. 

c. Home gardens. 

4. lieturning birds: robin, blue-bird, cardinal, grossbeak, flicker, etc. 

5. New animal life: hen and chickens, rabbits, birds, etc. 

6. Changing seasons: wind, rain, changes in brook life. 

III. Method: 

A child gains knowledge of nature through his first hand ex- 
perience. An excursion to observe; a first hand experience in his 
own garden. He may recall his own experiences through the con- 
versation of the group. An "All-Year-Round" book may be made of 
cuttings, drawings, and a collection of leaves or seeds, illustrating 
the change of seasons. School-room gardens may be made, planting 
bulbs in the Fall and watching for the awakening in the Spring. 

IV. Tests: 

1. Ability to name seasons and weather changes. 

2. Knowledge of the growth of seeds. The natural elements which 

aid the growth, the sun, rain and wind. The carrying of the 
seeds by the wind, etc. 
.3. Ability to name and describe at least three birds. 

261 



2G2 COURSE OF STUDY FOR PRIIMARY GRADES. 

NOTES. 



CHAPTER V. MUSIC. 
I. Ai-Mk: 

1. To awaken a desire to sing. 

2. To develop a child's sense of rhythm. 

3. To give joy. 

II. SuB.iECT Mattek: 

Children respond to music vocal or instrumental. There are 
various types of songs used in the Junior Primary. Among these 
are greeting songs, festival or holiday songs, songs of activities or 
industry and through these the child's experiences are described 
and retold. The following list of songs are representative of these 
types: 

SOXGS. 

Asking Mother Child Land in Song & Rhythm. xVrthur P. 

Schmidt Co. 

Balloon, The Songs for Children. 

Big Black Crow Child Land in Song & Rhythm. Arthur P. 

Schmidt Co. 
Birthday Greeting Child Land in Song & Rhythm. Arthur P. 

Schmidt Co. 
Blue Bird, The Small Songs for Small Singers. G. Schirmer 

Co. 
Boat Song, No. 1 Music Education. Book IL Clayton F. 

Sum my. 
Bunny Small Songs for Small Singers. G. Schirmer 

Co. 
Bugle Call Child Land in Song & Rhythm. Arthur P. 

Schmidt Co. 
Buttercups Child Land in Song & Rhythm. Arthur P. 

Schmidt Co. 

Butterfly, The Song Primer. A. S. Barnes. 

Caterpillar, The Small Songs for Small Singers. G. Schirmer 

Co. 
Chicks Child Land in Song & Rhythm. Arthur P. 

Schmidt Co. 

Childs Thanks, A Songs for Little People. Pilgrim Press. 

Christmas Tree Songs for Little People. Pilgrim Press. 

Cow, The Child Land in Song & Rhythm. 

Schmidt Co. 
Daisies Child Land in Song & Rhythm. 

Schmidt Co. 
Farmyard, The Child Land in Song & Rhythm. 

Schmidt Co. 
Fruit Vender. The Child Land in Song & Rhythm. 

Schmidt Co. 
Good Bye Child Land in Song & Rhythm. 

Schmidt Co. 
Good Morning Child Land in Song & Rliythm. 

Schmidt Co. 
I'm Five Years Old Child Land in Song & Rliythm. 

Schmidt Co. 

Jack Frost Dann 1st Year Musif. American Bock Co. 

Jack Frost Song Stories for Kdg. Clayton F. Summy. 

Jack and Jill Modern Music Series. Silver, Burdett Co. 

Jack O'Lantern Song Series. A. S. Barnes. 

263 



Arthur 


P. 


Arthur 


P. 


Arthur 


P. 


Arthur 


P. 


Arthur 


P. 


Arthur 


P. 


Arthur 


P. 



2(34 COUr.SE OF STUDY FOR PRIMARY GRADES. 

Kitten and the Bow-wow, 

The Small Songs for Small Singers. G. Schirmer 

Co. 
Little Birds Pong, A Song for Little Children. The Willis Music 

Co. 
May Child Land in Song & Rhythm. Arthur P. 

Schmidt Co. 
Merry Breeze, The Child Land in Song & Rhythm. Arthur P. 

Schmidt Co. 
Moon Man Child Land in Song & Rhythm. Arthur P. 

Schmidt Co. 

Mousie and Kittle Songs for Little Children. Willis Music Co. 

Mr. Duck and Mr. Turkey .. .Small Songs for Small Singers. G. Schirmer 

Co. 
Mr. Frog Small Songs for Small Singers. G. Schirmer 

Co. 

My Dog Child Land in Song & Rhythm. Arthur P. 

' Schmidt Co. 

North Wind Child Land in Song & Rhythm. Arthur P. 

Schmidt Co. 
Our Garden Child Land in Song & Rhythm. Arthur P. 

Schmidt Co. 
Rain. The Child Land in Song & Rhythm. Arthur P. 

Schmidt Co. 

Robin's Good-by, The Songs for Little Children. Willis Music Co. 

Robin Red Breast .'...Child Land in Song & Rhythm. Arthur P. 

Schmidt Co. 
Rock-a-bye Child Land in Song & Rhythm. Arthur P. 

Schmidt Co. 
Rooster, The Child Land in Song & Rhythm. Arthur P. 

Schmidt Co. 
See Saw Child Land in Song & Rhythm. Arthur P. 

Schmidt Co. 
Six Little Puppies Small Songs for Small Singers. G. Schirmer 

Co. 
Sparrows Child Land in Song & Rhythm. Arthur P. 

Schmidt Co. 
Spring is Here Child Land in Song & Rhythm. Arthur P. 

Schmidt Co. 

Tick Tock Dann 1st Year Music. American Book Co. 

Tiddlev Winks Small Songs for Small Singers. G. Schirmer 

Co. 
World is so Full of a Num- 
ber of Things Songs for Little People. Pilgrim Press. 

Wind Song Song Stories for Kdg. Clayton F. Sunimy. 

What Can I Give Him Songs for Little People. Pilgrim Press. 

2. Rhythm Work. 

Bodily Rhythms. 
A. Pjano: 

Marches : 

1. The Brownie Band. 

Child Land in Song and Rhythm — Jones & Barbour. 

2. No Surrender — Collection of Marches — Morrison. 
;;. Holiday March. 

Child Land in Song and Rhythm — .Tones & Barbour. 
4. Young Sentinel March. 

Rhythms for Home and Kindergarten. 



.TUNIOK PniMAIIY MUSIC. 205 

Skips : 

1. A Skip— Child Land in Song and Rhythm— Jones & Barbour. 

2. Reaper's Dance— Mari Hofer, Vol. II. 

3. Rustic Dance— Rhythms for Home and Kindergarten. 

Tip-toe Running: 

1. Snow-flakes. 

Child Land in Song and Rhythm— Jones & Barbour. 

2. Sun-beams at Play. 

Child Land in Song and Rhythm— Jones & Barbour. 

3. Brownies— Hofer, Vol. II. Clayton Summy Co. 

Trotting and Running Horses: 
L Arabia. 

Original Dances of all Nations— G. Martaine. 

2. Rough Riders— Mari Hofer, Vol. II. 

3. Playing Horse. 

Dramatic Games and Dances for Little Children— A. S. Barnes Co. 

4. High Stepping Horses. 

Rhythms for Home and Kindergarten. 

Flying Birds: 

1. Robin Redbreast. 

Child Land in Song and Rhythm— Jones & Barbour. 

2. Flying Birds. 

Rhythms for Home and Kindergarten— W. H. Willis & Co. 

Miscellaneous: 

1. Daisies — Nodding and Walking. 

Child Land in Song and Rhythm— Jones & Barbour. 

2. March of Mourning Marionettes— Dolls or Teddy Bears. 
Standard Song Classics — Baldwin & Newton. 

3. Swing Song— Esipoff— Allison Ditsen Co. » 

4. Skating— Emil Otto— Allison Ditsen Co. 

5. Gladys at Play— Jumping rope— Hofer, Vol. III. 

6. The Locomotive. 

Child Land in Song and Rhythm— Jones & Barbour. 

7. Wheelbarrow. 

Rhythms for Home and Kindergarten. 

8. Hippity-Hop— Plays and Dances— Milton Bradley Co. 

9. Skating. 

Rhythms for Home and Kindergarten. 

10. Squirrel. 

Rhythms for Home and Kindergarten. 

11. Hobby-horse. 

Rhythms for Home and Kindergarten. 

Tests : 
. 1. Be able to distinguish at least three rhythms. 

JB. Piio.xocuaph: 
Flying Birds: 
Cupid and Butterfly Victor 3o532 B 

Free Expression : 

Teddv Bears' Picnic Victor H^^.l^ 

Wooden Shoe Dance Victor IJ^^lb 

Galloping : 

Light Cavalrv Overture Columbia A 3126 

On the Wing Victor 1<368 B 

Wild Rider • • ColuniDia A ,.128 



266 COURSE OF STUDY FOR PRIMARY GRADES. 

3Iarching : 

Clayton's Grand March Victor 35397 A & B 

El Captain Victor 35389 B 

Happy Days March Victor 16001 B 

March Militaire ... .Columbia A 3126 

Semper Fidelis March, Victor 35208 B 

Washington Post March Victor 17302 A 

Skipping : 

Rhythm Medley Victor 18548 A & B 

Rhythm Medley Victor 18253 A & B 

Sivaijing : 

Rock-a-Bye-Baby Columbia A 3095 

Sleep Baby Sleep Columbia A 3095 

Walking : 
Minuet in G. . . • • Columbia A 3093 

BAND KHYTHMS. 

The Brownie Band \ 

Wooden Shoe Dance I Child Land in Song and Rhythm — 

The Drum j Jones & Barbour. 

Bugle Call ) 

Arabia — Original Dances of all Nations — Academic Music Co. 

The Harmonious Blacksmith^Handel. 

Anvil Chorus — II Trovatore. 

3. Music Appkeciation. 

A. Piano: 

Beautiful Blue Danube Rhythms for Home & Kdg. W. H. Willis 

Co. 

Dance of the Forest Elves 

(Greig) 0. Ditson Co. 

Fairy Dance, The Hofer, Vol. HI. Clayton F. Summy. 

Ghost in the Chimney, The.. Hofer, Vol. III. Clayton F. Summy. 

H u n t m a n s Song ( Schu- 
mann) Rhythms for Home & Kdg. W. H. Willis 

Co. 

Meditation (Hadvn) Rhythms for Home & Kdg. W. H. Willis 

Co. 

Melody in F (Mendels- 
sohn ) Hofer Books. 

Melody in F (Rubinstein) . .Rhythms for Home & Kdg. W. H. Willis 

Co. 

Petite Barcarolle W. H. Peate Music Co., Utica N. Y. 

Rain Fairies, The O. Ditson Co. 

Riders Story. The Hofer. Vol. III. Clayton F. Summy. 

Slumber Song (Schumann) . .0. Ditson Co. 

Song of the Brook (H. D. 
Hewitt) Any Music Store. 

Spring Songs ( Mendels- 
sohn) Hofer Books. 

Under the Leaves (M. 

Thome') Hofer Books. 



juxioi; i'i;iM\i;v — music. 301 



B. Vutuola: 



Adeste Fideles Victor 18664 A & B 

Bee, The Victor 64076 

Berceuse Columbia A 3093 

Berceuse Victor 17454 

Bird Calls Columbia A 2860 

Hark, Hark the Lark Victor 64629 

Huntsman, The Columbia A 3128 

In a Clock Store Victor 35324 B 

Little Hunters Victor 18598 A & B 

Little Sandman Columbia A 3120 

Lullaby From Erminie Victor 18622 

Minuet in G (No. 2 Beethoven) Victor 64620 

Native Birds Victor 55049 

Nutcracker Suite, The Victor 64103 

Prelude in A Major Columbia A 3094 

Silent Night Columbia A 3121 

Silent Night Victor 1742 A 

Sleep, Baby Sleep ...Columbia 3095 

Songs and Calls of Birds Victor 17735 B 

Swan. The Victor 45096 

Sweet and Low. . Columbia A 3lf9 

Theme From Ninth Symphony Columbia A 3122 

Warblers Serenade. The Victor 17380 B 

Whistler and His Dog Victor 17380 A 

4. SiNGI.NG AND ACTIOX GaMES. 

1. A Hunting We Will Go. American Games. Saul Bros. 

2. Baa, Baa, Black Sheep. Physical Training for Elementary Grades. 

Clark. 

3. Circus, The. Vol. II. Mary Wood Hinman. 

4. Did You Ever See a Lassie. English and American Games. Saul Bros. 

5. Farmer in the Dell, The. Mari Hofer Singing Games. For variety 

the game may be played with the farmer choosing animals; a cow, 
a horse, a dog. and a cat. When the last animal is chosen a "gate" 
is made and the animals all run out. The farmer catches them and 
puts them back in the "barn." 

6. Hickory Dickory Dock. Physical Training for Elementary Grades. 

Clark. 

7. How^ do You do My Partner. Mari Hofer Folk Games. 

8. I See You. Progressive Music Series. Silver, Burdett & Co. 

9. I'm Very Very Tall. 

"I'm very very tajl 
I'm very very small 
Very tall — very small 
Guess which I am now." 
The children form a circle about one child in center who is blind 
folded. For "very tall" they stand upright, for "very small" they 
stoop. They do this several times and at the end the blindfolded 
child guesses whether they are tall or small. 
10. Let Us Wash Our Dollies' Clothes. Music From Neidlinger. 

"Let us wash our dollies' clothes 
Let us wring them out so dry 
And then we'll turn them inside out 
And hang them up so high." 

The action is carried out with the words. 



268 COURSE OF STUDY FOlt PRIMARY GRADES. 

11. Looby Loo. Bancroft's Games. 

12. London Bridge. Bancroft's Games. 

13. Mulberry Bush. Bancroft's Games. 

14. Musicians, The. Marie Hofer Folk Games. 

15. Muffin Man, The. Bancroft's Games. 

16. Merry-go-round. Rhythmic Action Plays and Dances. 

17. Oats, Peas, Beans. Bancroft's Games. 

18. Ring-a-ring o'roses. Progressive Music Series, Book I. 

19. Round and Round the Village. Bancroft's Games. 

20. Shoemaker's Dance. Progressive Music Series. 

21. Sleeping Beauty. Dramatic Games and Dances. Crawford. 

22. Snow^man, The. Physical Training for Elementary Grades. 

23. This is the Way My Dolly Walks. Games and Dances for Children. 

24. Tin Soldiers. Rhythmic Action Plays and Dances. 

25. Yankee Doodle. Rhythmic Action Plays and Dances. 



MUSIC — XOTES. 369 

NOTES. 



27 COUUSE OF .STUDY FOK PRniAliY GRADES. 

NOTES. 



CHAPTER VI. LITERATURE. 

Aims: 

1. To give pleasure. 

2. To arouse the imagination. 

3. To develop appreciation of good literature. 

iiubject Matter: 
A. Stories. 

There are several types of stories which may be told in the 
junior primary. Among these are humorous stories, dealing with 
situations which create humor only; fairy stories dealing with 
characters which arouse and develop the imagination, characters 
which the child knows are unreal and which afford him unham- 
pered play of his imagination; realistic stories dealing with situar 
tions which arise in the every day life and experiences of the 
child. Great care should be taken in choosing a story to convey 
a moral. The moral itself should never be stated. The child must 
feel the moral rather than have it pointed out or emphasized. The 
following list of stories are representative of these various types: 

Big Red Apple— Story Tellers Book— O'Grady. 
' China Rabbit Family, The— Child World— Poulsson. 
Christmas Story, Luke's Version, Bible. 

Elves and the Shoemaker— Stories to Tell to Children— Bryant. 
Epaminondas— Stories to Tell to Children— Bryant. 
Gingerbread Man, The— Stories to Tell to Children— Bryant. 
Golden Cob-webs. The— How to Tell Stories to Children. 
Half-Chick— Story Teller's Book— O'Grady. 
How Patty Gave Thanks— Child World— Poulsson. 
Little Black Sambo — Bannerman. 
Lion and the Mouse, The — Aesop Fables. 
Little Fir Tree, The— Stories to Tell to Children— Bryant. 
Little Rabbit Who Wanted Red Wings— For the Story Teller. 
Little Rabbit and the Sieve— Uncle Remus— Appleton. 
Little Kitten Who Forgot Kitten Talk— Progressive Road- 
Story Steps. 
Mr. Easter Hare— For the Children's Hour — Bailey and Lewis. 
North-wind at Play— In the Child World. 
Old Woman and Her Pig. The— Story Teller's Book. 
Old Woman Who Lived in a Vinegar Bottle— Story Teller's 

Book— O'Grady. 
Peter Rabbit — Potter. 

Pi- and His Five Senses, The— Progressive Road— Story Steps. 
Straw-Ox, The— Story Teller's Book — O'Grady. 
Street Musicians. The— Story Teller's Book— O'Grady. 
Strawberry Shortcake. The— Stories Garden— Lindsay. 
Snow-ball, The— Stories Garden— Lindsay. 
Tar Baby, The— Uncle Remus— Appleton. 
Ten Pennies — Stories Garden — Lindsay. 
Three Bears— Story Teller's Book— O'Grady. 
Three Little Pigs— Story Teller's Book— O'Grady. 
Three Billy Goats Gruff— Story Teller's Book— O'Grady. 
Three Little Christmas Trees That Grew on a Hill— Story Tel- 
ler's Book — O'Grady. 
Three Guesses — Stories Garden — Lindsay. 
Tickity-Tock— Stories Garden— Lindsay. 
Travels of a Fox — For the Children's Hour — Bailey & Lewis. 

271 



,v7y COUIiSE OF STUDY FOl! rUlMARY GRADES. 

Velocipede That Went by Itself, The— Stories to Tell to the 

Littlest Ones — Sarah Cone Bryant. 
Wake-up Story, The— In the Child's World. 
Wind's Work. The — Mother Stories. 

Rei-erence to Publishees. 

The Story Teller's Book— O'Grady— Rand, McNally & Co. 
Child World — Poulsson — Milton Bradley Co. 
For the Children's Hour — Milton Bradley Co. 
Mother Stories — Milton-Bradley Co. 
For the Story Teller — Milton, Bradley Co. 
Stories to Tell to Children — Bryant— Houghton, Mifflin Co. 
Stories Garden — Lindsay — Lothrop, Lee & Shepard Co. 
Stories to Tell to the Littlest Ones — Bryant — Houghton, Mifflin 
Co. 

Method : 

Ten different stories selected from the above list should be told to the 
children throughout the semester. Stories should be told, rather than 
read to the children. Make no effort to have the children learn the 
stories so that they can reproduce them. Stories should not become 
mechanical, nor should they be memorized in the Junior Primary. It 
is better to repeat stories than to encourage the child in the desire 
for constant stimulation through the use of new material. 

Tests : 

1. To be able to follow the story intelligently. 

2. To give principal incidents in correct sequence. 

B. Poems. 

Poems which are descriptive of a child's own experiences should 
be given to him to clarify and interpret these experiences. The 
following list of poems is easily adapted to the child's vocabulary 
and ability to memorize: 

Baby's Breakfast — Poulsson. 

Cow, The, 1st verse — Robt. L. Stevenson. 

Do You Know How Many Stars — Pinafore Palace. 

Happy Thought — Robt. L. Stevenson. 

In My Little Garden Bed — Poulsson. 

Little Robin Redbreast — Heart of Oak Series. 

Rain — Robt. L. Stevenson. 

Rainbow, The — Rossetti. 

Singing — Robt. L. Stevenson. 

Time to Rise — Robt. L. Stevenson. 

Wind, The— Rossetti. 

Wrens and Robins — Rossetti. 

What They Do — Rossetti. 

Method: 

From the above list of poems at least five should be selected to teach 
to children. 

From the following list select poems to read to children, as they are 
too long to be memorized: 

A City Mouse Lived in a House — Rossetti. 

Bed in Summer — Robt. L. Stevenson. 

My Shadow- — Robt. L. Stevenson. 

My Bed is a Boat— Robt. L. Stevenson. 

One and One- — Pinafore Palace. 

Night Before Christmas, The — C. C. Moore. 

Swing, The — Robt. L. Stevenson. 

Wind, The— Robt. L. Stevenson. 

Who Likes the Rain — Pinafore Palace. 



JUXIOi; I'la.MAKV LlTKltATTRK. 273 

IMother Goose rhymes are good for little children. Many of the simple 
ones should be given. The rhythm of the words make them a delight 
to the child. From the following Mother Goose rhymes select ten or 
twelve to teach to the child: 

Baa, Baa, Black Sheep. 

Bye, Baby Bunting. 

Diddle Diddle Dumpling. 

Hey Diddle Diddle. 

Hickory Dickory Dock. 

Higgledy Piggledy. 

Humpty Dumpty. 

Jack and Jill. 

Jack Be Nimble. 

Little Bo Peep. 

Little Boy Blue. 

Little Jack Horner. 

Little ]\Iiss :\Tuffet. 

Man in the Moon. 

Mistress Mary. 

Old Mother Hubbard. 

Once I Saw a Little Bird. 

One. Two Buckle My Shoe. 

One IMisty Moisty Morning. 

Peter Peter Pumpkin Eater. 

Polly Put the Kettle On. 

Pussy Cat, Pussy Cat. 

Queen of Hearts, The. 

Rain, Hain. 

Sing a Song of Sixpence. 

There Was a Crooked Man. 

There Was an Old Woman Who Lived in a Shoe. 

This Little Pig Went to IMarket. 

Two Little Birds. 

Tests : 
^. Be able to repeat at least five Mother Goose rhymes. 
2. Be able to say two other poems. 



274 COUKSE OF STUDY FOI! rin.MAliY GRADES. 

NOTES. 



Ll'I'HKAII Ui; — XO'I' 



27(1 COUIiSE OF STUDY FOU TRIMARY GRADES. 

NOTES. 



LIBRARY OF CONGRESS 



019 840 208 4 



